Design technology guideFirst assessment 2016
Design technology guideFirst assessment 2016
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Published March 2014
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Diploma ProgrammeDesign technology guide
IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Design technology guide
Contents
Introduction 1
Purpose of this document 1
The Diploma Programme 2
Nature of design 6
Nature of design technology 9
Aims 15
Assessment objectives 16
Syllabus 17
Syllabus outline 17
Approaches to the teaching of design technology 18
Syllabus content 22
Assessment 86
Assessment in the Diploma Programme 86
Assessment outline—SL 88
Assessment outline—HL 89
External assessment 90
Internal assessment 92
Group 4 project 112
Appendices 117
Glossary of command terms 117
Bibliography 120
Design technology guide 11
Introduction
Purpose of this document
This publication is intended to guide the planning, teaching and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject.
This guide can be found on the subject page of the online curriculum centre (OCC) at http://occ.ibo.org, a password-protected IB website designed to support IB teachers. It can also be purchased from the IB store at http://store.ibo.org.
Additional resourcesAdditional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store.
Teachers are encouraged to check the OCC for additional resources created or used by other teachers. Teachers can provide details of useful resources, for example: websites, books, videos, journals or teaching ideas.
AcknowledgmentThe IB wishes to thank the educators and associated schools for generously contributing time and resources to the production of this guide.
First assessment 2016
Design technology guide22
Introduction
The Diploma Programme
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.
The Diploma Programme modelThe course is presented as six academic areas enclosing a central core (see figure 1). It encourages the concurrent study of a broad range of academic areas. Students study two modern languages (or a modern language and a classical language); a humanities or social science subject; a science; mathematics; and one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.
Figure 1Diploma Programme model
The Diploma Programme
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Choosing the right combinationStudents are required to choose one subject from each of the six academic areas, although they can, instead of an arts subject, choose two subjects from another area. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers.
The core of the Diploma Programme modelAll Diploma Programme students participate in the three course elements that make up the core of the model.
Theory of knowledge (TOK) is a course that is fundamentally about critical thinking and inquiry into the process of knowing rather than about learning a specific body of knowledge. The TOK course examines the nature of knowledge and how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore questions about the construction of knowledge. The task of TOK is to emphasize connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of his or her own perspectives and how they might differ from others.
Creativity, activity, service (CAS) is at the heart of the Diploma Programme. The emphasis in CAS is on helping students to develop their own identities, in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS are creativity (arts and other experiences that involve creative thinking), activity (physical exertion contributing to a healthy lifestyle) and service (an unpaid and voluntary exchange that has a learning benefit for the student). Possibly, more than any other component in the Diploma Programme, CAS contributes to the IB’s mission to create a better and more peaceful world through intercultural understanding and respect.
The extended essay, including the world studies extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of research undertaken is chosen from one of the students’ Diploma Programme subjects, or in the case of the interdisciplinary world studies essay, two subjects, and acquaints them with the independent research and writing skills expected at university. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or subjects chosen. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. As an authentic learning experience it provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.
The Diploma Programme
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Approaches to teaching and approaches to learningApproaches to teaching and learning across the Diploma Programme refer to deliberate strategies, skills and attitudes which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the Diploma Programme assessment and beyond. The aims of approaches to teaching and learning in the Diploma Programme are to:
• empower teachers as teachers of learners as well as teachers of content
• empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking
• promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning)
• encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, and to help them not only obtain university admission through better grades but also prepare for success during tertiary education and beyond
• enhance further the coherence and relevance of the students’ Diploma Programme experience
• allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality.
The five approaches to learning (developing thinking skills, social skills, communication skills, self-management skills and research skills) along with the six approaches to teaching (teaching that is inquiry-based, conceptually focused, contextualized, collaborative, differentiated and informed by assessment) encompass the key values and principles that underpin IB pedagogy.
The IB mission statement and the IB learner profileThe Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy.
Academic honestyAcademic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies.
All coursework—including work submitted for assessment—is to be authentic, based on the student’s individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects.
For further information on academic honesty in the IB and the Diploma Programme, please consult the IB publications Academic honesty (2011), The Diploma Programme: From principles into practice (2009) and General regulations: Diploma Programme (2011). Specific information regarding academic honesty as it pertains to external and internal assessment components of this Diploma Programme subject can be found in this guide.
The Diploma Programme
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Acknowledging the ideas or work of another personCoordinators and teachers are reminded that candidates must acknowledge all sources used in work submitted for assessment. The following is intended as a clarification of this requirement.
Diploma Programme candidates submit work for assessment in a variety of media that may include audio-visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses the work or ideas of another person, the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee.
The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this is left to the discretion of appropriate faculty/staff in the candidate’s school. The wide range of subjects, three response languages and the diversity of referencing styles make it impractical and restrictive to insist on particular styles. In practice, certain styles may prove most commonly used, but schools are free to choose a style that is appropriate for the subject concerned and the language in which candidates’ work is written. Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes: name of author, date of publication, title of source, and page numbers as applicable.
Candidates are expected to use a standard style and use it consistently so that credit is given to all sources used, including sources that have been paraphrased or summarized. When writing text, candidates must clearly distinguish between their words and those of others by the use of quotation marks (or other method, such as indentation) followed by an appropriate citation that denotes an entry in the bibliography. If an electronic source is cited, the date of access must be indicated. Candidates are not expected to show faultless expertise in referencing, but are expected to demonstrate that all sources have been acknowledged. Candidates must be advised that audio-visual material, text, graphs, images and/or data published in print or in electronic sources that is not their own must also attribute the source. Again, an appropriate style of referencing/citation must be used.
Learning diversity and learning support requirementsSchools must ensure that equal access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes.
Design technology guide66
Introduction
Nature of design
1. What is design?1.1 Design is a process that links innovation and creativity.
1.2 Design provides a structured process based on well-established design principles to resolve authentic problems.
1.3 Design involves generating ideas, exploring the possibilities and constraints to find solutions.
1.4 Design is a cyclical and iterative process.
1.5 Design is human-centred and focuses on the needs, wants and limitations of the end user.
1.6 Competent design can be achieved by all and is not restricted to uniquely skilled individuals. The use of well-established design principles and processes increases the probability that a design will be successful.
1.7 Designers use a wide variety of concepts, principles and strategies, which, taken together, make up what is known as design methodology. Designers adapt their approach to different design contexts, but they have a common understanding of the process necessary to form valid and suitable solutions.
1.8 Competent design requires imagination and creativity together with substantial factual, procedural and conceptual knowledge.
1.9 In-depth investigation of the nature of a problem is required to establish clear parameters for a design specification. This determines the scope of a solution and is necessary for good decision-making.
1.10 Designers must adopt an approach that allows them to think creatively within the constraints of a design specification. The ability to create unique and original solutions to a proposed problem is advantageous.
1.11 Designers need to critically explore the latest advances in technology to determine whether they can be used to develop the best solution to a problem. Traditional methods can be more appropriate and user-friendly.
1.12 Design is a collaborative endeavour requiring diverse teams of experts to realize a tangible solution.
1.13 Modelling is central to design. This involves cognitive, graphical, physical, aesthetic, mechanical, and digital modelling.
1.14 The growth in computing power has made modelling much more powerful. The generation of digital prototypes allows dynamic modelling of complex situations. Simulations involving large amounts of data, large numbers of variables and complex calculations speed up the design process and extend possible solutions.
1.15 A designer should maintain an unbiased view of a situation and evaluate a context objectively, highlighting the strengths, weaknesses and opportunities of a product, service or system.
1.16 Designers have a responsibility to the community and the environment. Their decisions often have major impact on both and they must always be aware of the ethical and moral dimensions of their work.
Nature of design
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1.17 Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. However, it is important to understand that design is universal and has common understandings, methodologies, and goals.
1.18 Designers must consider how users will interact with, use and misuse the products they design.
1.19 Designers should be aware that with the advancement of technology, there are now issues surrounding security and safety of personal data that need to be addressed in the majority of contexts.
1.20 Design permeates every aspect of human experience. Individuals make design decisions in all areas of their work, home and leisure.
2. The role of science and technology in design2.1 Both science and technology have a fundamental relationship with design. Technology preceded
science, but now most technological developments are based on scientific understanding.
2.2 Traditional technology comprised useful artifacts often with little understanding of the science underpinning their production and use. In contrast, modern technology involves the application of scientific discoveries to produce useful artifacts.
2.3 The application of scientific discovery to solve a problem enables designers to create new technologies.
2.4 These new technologies can be utilized by scientists to make new scientific discoveries.
2.5 Designers use new and existing technologies to create new products, services and systems.
2.6 The rapid pace of scientific discovery has impacted the rate that designers can develop new technologies. New technologies allow new products to be developed, which solve long-standing problems, improve on existing solutions and fill gaps in markets.
2.7 Often, by solving one problem and designing new technologies, there are unforeseen consequences, which bring new problems.
2.8 Technology is designed in response to changes in human needs. Many societies have benefited from the design of technologies to provide resources, such as electricity and fresh water supplies, clothing, food and transport.
2.9 The technologies that sustain the digital revolution are only one facet of technology. Design remains involved in developing technology to satisfy basic human needs and make people’s lives easier.
2.10 The concept of sustainability is becoming a greater priority for designers. The development of sustainable technologies is a response to environmental and social pressures relating to climate change, energy and resource depletion.
3. Characteristics of a good designerThe following characteristics frame a profile of both professional and aspiring designers. They reflect the desirable abilities, skill sets and mindset of all designers.
Designers can/are able to:
3.1 problem solve/troubleshoot in any context or situation, across a variety of design disciplines
3.2 realize innovative products, services, systems and technologies by learning through failure, extensive trialling, constant evaluation and redevelopment, perseverance and determination
3.3 seek, establish and verify broad concepts and general principles that underlie design methodology
Nature of design
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3.4 conduct thorough research, synthesize evidence and apply the findings to the development of innovative products, services, systems and technologies
3.5 carefully observe human interactions and situations, identify and monitor short- and long-term trends and ask pertinent questions to explore design opportunities
3.6 assess the risks associated with the design and use of technology as well as any associated moral, social, ethical or environmental issues
3.7 think creatively and develop ideas beyond the confines of existing concepts, principles and modes of thinking
3.8 empathize with individuals or groups to ascertain and identify needs or design opportunities
3.9 collaborate, inspire and enthuse through effective communication using a variety of appropriate modes and media
3.10 appreciate the influence of others within the field of design including historical and current leaders, movements and organizations.
Design technology guide 99
Introduction
Nature of design technology
Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.
Technology emerged before science, and materials were used to produce useful and decorative artifacts long before there was an understanding of why materials had different properties that could be used for different purposes. In the modern world the reverse is the case, and designers need to have an understanding of the possibilities offered by science to realize the full potential of what they can design in terms of new technologies, products and systems.
Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.
Competent design is within the reach of all. Through the practice and application of well-established design principles and methodologies, individuals can increase the likelihood that a design will be successful. These principles taken together make up what is known as the design cycle.
Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decision-making needs to be supported by adequate and appropriate research and investigation. Designers must think “out of the box” to develop innovative solutions, while thinking “in the box” to conform to requirements set by clients or research.
Both the ideas of design and the process of design can only occur in a human context. Design involves multidisciplinary teams and stakeholders with different backgrounds and traditions. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes. Design is multidisciplinary and draws from many areas including the natural and social sciences, mathematics and arts.
Diploma Programme design technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world.
It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the Diploma Programme sciences group.
Inquiry and problem-solving are at the heart of the subject. Diploma Programme design technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Diploma Programme design technology, a solution can be defined as a model, prototype, product or system that students have developed independently.
Diploma Programme design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.
A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.
Nature of design technology
Design technology guide10
The design cycleEach and every designer approaches a problem in a different way. Depending on the designers’ specialism, they tend to have their own methodology, but there are some general activities common to all designers. The design cycle model is a fundamental concept underpinning the design process and central to a student’s understanding of design activities.
Marketing strategies (HL)
Commercial production (HL)
Analysis of a design
opportunity
Testing and evaluation
Development of a detailed design
Conceptual design
Market and user research
Design specification
Design opportunity
Explains how the solution can be improved
Evaluation against design specifications
Evaluation against marketing specifications
Marketing specification
Development of ideas
Concept modelling
Development of a solution
Selection of materials and components
Selection of manufacturing techniques
Detailed design proposal
Detailed plan for manufacture
Design brief
Figure 2The Diploma Programme design cycle
The design cycle diagram (figure 2) represents the Diploma Programme design technology methodology of how designers develop products. The process is divided into the following four stages.
• Analysis of a design opportunity
• Conceptual design
• Development of a detailed design
• Testing and evaluation
This incremental process allows the designer to go from identifying a design opportunity to the testing and evaluation of a solution. This process leads to invention.
Nature of design technology
Design technology guide 11
At higher level (HL), the following two additional stages are added.
• Commercial production
• Marketing strategies
The student must take his or her invention and plan to develop it into an innovation, that is get the product to diffuse into the marketplace. The two new stages are designed to extend the students’ skills and ability to create innovations.
Design technology and the international dimensionTechnology itself is an international endeavour; the exchange of information and ideas around the world has been both a cause and an effect of the development of technology. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. Indeed, the idea that technology is a modern invention is a myth—people began developing technologies when they first started fashioning tools from stones, making fire to process their food, and shaping material to keep themselves warm. Teachers are encouraged to emphasize this contribution in their teaching of various topics, perhaps through an analysis of the principles of early technologies and the use of timeline websites. The design technology method in its widest sense, with its emphasis on creativity, innovation, open-mindedness and freedom of thought, transcends politics, religion and nationality. Where appropriate within certain topics, the syllabus details sections in the group 4 guides contain links illustrating the international aspects of technology.
On an organizational level, many international bodies now exist to analyse and promote technology. International bodies such as the International Labour Organization, the United Nations Industrial Development Organization, the United Nations Framework Convention on Climate Change, the United Nations Conference on Trade and Development and many others monitor, plan and provide information about global technology issues. The rapid profusion of these international organizations attests to the global nature of technology: both the internationalization of the design and development of technology, and the global effects of technologies, for example, climate change. Students are encouraged to access the extensive websites of these international organizations to enhance their appreciation of the international dimensions of technology.
Some topics in the guide are specifically written to bring out this global dimension. On a practical level, the group 4 project mirrors real design methodology by encouraging collaboration between schools across the regions.
The power of technology to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, students need to be aware of the moral responsibility of designers to ensure that appropriate technologies are available to all communities on an equitable basis and that they have the technological capacity to use this for developing sustainable societies.
Students’ attention should be drawn to sections of the syllabus with links to international-mindedness. Examples of issues relating to international-mindedness are given within sub-topics in the syllabus content.
Nature of design technology
Design technology guide12
Distinction between SL and HLDesign technology students at standard level (SL) and higher level (HL) undertake a common core and have four common assessment criteria used for their internal assessment (IA). They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of this guide.
While the skills and activities of design technology are common to students at both SL and HL, students at HL are required to study additional topics and are required to meet two additional assessment criteria for internal assessment. The distinction between SL and HL is one of breadth and depth.
Prior learningPast experience shows that students will be able to study design technology at SL successfully with no background in, or previous knowledge of, the subject. Their approach to study, characterized by the specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here.
However, for most students considering the study of design technology at HL some previous exposure to design would be beneficial. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) would be well prepared. Other national design technology education qualifications or a school-based design technology course would also be suitable preparation for study of design technology at HL.
Links to the Middle Years ProgrammeDiploma Programme design technology builds on experiences of inquiry that students have gained in their time in the IB Primary Years Programme (PYP) and MYP. PYP teaching and learning experiences challenge students to be curious, ask questions, explore and interact with the environment physically, socially and intellectually to construct meaning and refine their understanding. Even when there is no design component in the PYP, the use of structured inquiry is a precursor to the problem-solving and inquiry-based approach of MYP design.
The inquiry-based approach of MYP design courses thoroughly prepare students for Diploma Programme design technology. The MYP design objectives and assessment criteria provide a clear and smooth transition from the MYP to Diploma Programme. The alignment between the design methodology expressed through the MYP design cycle is further developed in Diploma Programme design technology with problem-solving through invention at the heart of SL; and this is further extended towards innovation at HL. As such, students continuing on to Diploma Programme design technology from MYP have gained a wealth of experience using the MYP design cycle and will have developed critical-thinking and design skills, which they will be able to apply to solve more complex problems.
Nature of design technology
Design technology guide 13
Inquiring and analysing
Evaluating
Creating the solution
Developing ideas
Identify and prioritize the research
Analyse existing products
Explain and justify the need
Explain the impact of the solution
Explain how the solution could be improved
Evaluate the success of the solution
Design testing methods
Develop a design brief
Develop a design specification
Develop design ideas
Present the chosen design
Develop planning drawings/diagrams
Construct a logical plan
Demonstrate technical skills
Follow the plan to make the solution
Justify changes made to the design
MYP design cycle
Commerical production
Analysis of a design
opportunity
Testing and evaluation
Development of a detailed
design
Conceptual design
Market and user research
Design specification
Design opportunity
Explains how the solution can be improved
Evaluation against design specifications
Evaluation against marketing specifications
Marketing specification
Development of ideas
Concept modelling
Development of a solution
Selection of materials and components
Selection of manufacturing techniques
Detailed design proposal
Detailed plan for manufacture
Design brief
DP design cycle (SL)
Marketing strategies (HL)
Commercial production (HL)
Analysis of a design
opportunity
Testing and evaluation
Development of a detailed
design
Conceptual design
Market and user research
Design specification
Design opportunity
Explains how the solution can be improved
Evaluation against design specifications
Evaluation against marketing specifications
Marketing specification
Development of ideas
Concept modelling
Development of a solution
Selection of materials and components
Selection of manufacturing techniques
Detailed design proposal
Detailed plan for manufacture
Design brief
DP design cycle (HL)
Nature of design technology
Design technology guide14
Design technology and theory of knowledgeThe theory of knowledge (TOK) course (first assessment 2015) engages students in reflection on the nature of knowledge and on how we know what we claim to know. The course identifies eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory. Students explore these means of producing knowledge within the context of various areas of knowledge: the natural sciences, the social sciences, the arts, ethics, history, mathematics, religious knowledge systems and indigenous knowledge systems. The course also requires students to make comparisons between the different areas of knowledge; reflecting on how knowledge is arrived at in the various disciplines, what the disciplines have in common, and the differences between them.
TOK lessons can support students in their study of design technology, just as the study of design technology can support students in their TOK course. TOK provides a space for students to engage in stimulating wider discussions about questions such as the extent to which technology is both an enabler and limiter of knowledge. It also provides an opportunity for students to reflect on the methodologies of design technology, and how these compare to the methodologies of other areas of knowledge.
In this way there are rich opportunities for students to make links between their design technology and TOK courses. One way in which design technology teachers can help students to make these links to TOK is by drawing students’ attention to knowledge questions which arise from their subject content. Knowledge questions are open-ended questions about knowledge, and include questions such as:
• How does knowledge in design technology progress? How does that compare to how knowledge progresses in other areas of knowledge?
• Are intuitively appealing explanations more likely to be true than explanations supported by other means?
• What is the role of imagination in design technology?
• Are the methods used in design technology closer to the methods used in the arts or the methods used in the natural sciences?
• What is the relationship between facts/data and theories, and how does this differ in different areas of knowledge?
• What is the impact of culture in the production and distribution of knowledge in various areas of knowledge?
• To what extent does the methodology of an investigation limit or determine the possible outcomes?
Suggestions for TOK discussions and examples of relevant knowledge questions are provided throughout this guide, within the sub-topics in the syllabus content. Teachers can also find suggestions of interesting knowledge questions for discussion in the “Areas of knowledge” and “Knowledge frameworks” sections of the Theory of knowledge guide. Students should be encouraged to raise and discuss such knowledge questions in both their design technology and TOK classes.
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Introduction
Aims
Design technology aimsThrough studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.
The aims of the subject state in a general way what the teacher may expect to teach or do, and what a student may expect to experience or learn.
The aims enable students, through the overarching theme of the nature of design, to develop:
1. a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
2. an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology
3. initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making
4. an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
5. a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
6. an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
7. a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies so they can articulate and defend their proposals with confidence
8. an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
9. empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment
10. skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
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Introduction
Assessment objectives
The assessment objectives for design technology reflect those parts of the aims that will be formally assessed either internally or externally. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of technology.
It is the intention of the design technology course that students are able to fulfill the following assessment objectives.
1. Demonstrate knowledge and understanding of:
a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
2. Apply and use:
a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
3. Construct, analyse and evaluate:
a. design briefs, problems, specifications and plans
b. methods, techniques and products
c. data, information and technological explanations.
4. Demonstrate the appropriate research, experimentation, modelling and personal skills necessary to carry out innovative, insightful, ethical and effective designing.
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Syllabus
Syllabus outline
Syllabus componentTeaching hours
SL HL
Core1. Human factors and ergonomics
2. Resource management and sustainable production
3. Modelling
4. Final production
5. Innovation and design
6. Classic design
9012
22
12
23
13
8
Additional higher level (AHL)7. User-centred design (UCD)
8. Sustainability
9. Innovation and markets
10. Commercial production
5412
14
13
15
Practical workDesign project
Group 4 project
Teacher-directed activities
6040
10
10
9660
10
26
Total teaching hours 150 240
The recommended teaching time is 240 hours to complete HL courses and 150 hours to complete SL courses as stated in the document General regulations: Diploma Programme (2011) (page 4 article 8.2).
Design technology guide1818
Syllabus
Approaches to the teaching of design technology
Format of the syllabusThe format of the syllabus section of the group 4 guides gives prominence and focus to the teaching and learning aspects.
TopicsTopics are numbered for ease of reference (for example, “Topic 2: Resource management and sustainable production”).
Sub-topicsSub-topics are numbered as follows, “2.1 Resources and reserves”. Further information and guidance about possible teaching times are contained in the teacher support material.
Each sub-topic begins with an essential idea. The essential idea is an enduring interpretation that is considered part of the general understanding of design.
Below the essential idea the sub-topic is presented in three columns.
The first column is the “Nature of design”. This gives specific examples in context illustrating some aspects of the nature of design. These are linked directly to specific references in the “Nature of design” section of the guide to support teachers in their understanding of the general theme to be addressed.
The second column lists concepts and principles, which are the main general ideas to be taught, and “Guidance” gives information about the limits and constraints and the depth of treatment required.
The third column gives suggestions to teachers about relevant references to international-mindedness. It also gives examples of TOK knowledge questions (see Theory of knowledge guide published 2013) that can be used to focus students’ thoughts on the preparation of the TOK prescribed essay. The “Utilization” section may link the sub-topic to other parts of the subject syllabus and other Diploma Programme subject guides. Finally, the “Aims” section refers to how design technology aims are being addressed in the sub-topic.
Approaches to the teaching of design technology
Design technology guide 19
Format of the guideTopic 1: <Title>
Essential idea: This lists the essential idea for each sub-topic.
1.1 Sub-topic
Nature of design:
This section relates the sub-topic to the overarching theme of nature of design.
Concepts and principles:
• This section will provide specifics of the content requirements for each sub-topic.
Guidance:
• This section will provide constraints to the requirements for the concepts and principles.
International-mindedness:
• Ideas that teachers can easily integrate into the delivery of their lessons.
Theory of knowledge:
• Examples of TOK knowledge questions.
Utilization: (including syllabus and cross-curricular links)
• Links to other topics within the Design technology guide and to other Diploma Programme courses.
Aims:
• Links to the design technology aims.
Design technology practical skillsI hear and I forget. I see and I remember. I do and I understand.
Confucius
Integral to the experience of students in any of the group 4 courses is their experience in the classroom, workshop, laboratory or in the field. Practical activities allow students to interact directly with natural materials, and primary and secondary data sources. These experiences provide the students with the opportunity to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Practical activities can be used to introduce a topic, investigate a phenomenon or allow students to consider and examine questions and curiosities.
By providing students with the opportunity for hands-on experimentation, they are carrying out some of the same processes that designers undertake.
It is important that students are involved in an inquiry-based practical programme that allows for the development of design thinking. It is not enough for students just to be able follow directions and to simply replicate a given procedure, they must be provided with the opportunities for genuine inquiry. Developing inquiry skills will give students the ability to construct an explanation based on reliable evidence and logical reasoning. Once developed, these higher-order thinking skills will enable students to be lifelong learners and design literate.
Approaches to the teaching of design technology
Design technology guide20
A school’s practical scheme of work should allow students to experience the full breadth and depth of the course. This practical scheme of work must also prepare students to undertake the design project that is required for the internal assessment. The development of students’ manipulative skills should involve them being able to follow instructions accurately and demonstrate the safe, competent and methodical use of a range of techniques and equipment, which can then be applied to a range of design contexts.
Mathematical requirementsAll Diploma Programme design technology students should be able to:
• perform the basic arithmetic functions: addition, subtraction, multiplication and division
• carry out calculations involving means, decimals, fractions, percentages, ratios, approximations and reciprocals
• use standard notation (for example, 3.6 × 106)
• use direct and inverse proportion
• solve simple algebraic equations
• plot and interpret graphs (with suitable scales and axes) including two variables that show linear and non-linear relationships
• interpret graphs, including the significance of gradients, changes in gradients, intercepts and areas
• interpret data presented in various forms (for example, bar charts, histograms and pie charts).
Use of information and communication technologyInformation and communication technology (ICT) involves the use of computers, its applications and communication facilities in teaching and learning activities. Therefore, the use of ICT goes beyond Diploma Programme design technology and extends to all the teaching and learning in all subjects across the curriculum. The effective use of ICT is included in approaches to learning (ATL) and, as such, schools must ensure that a whole-school approach is in place to allow students to develop information and technological literacy and become competent users of information and communication technologies such as computers and computer numerical control (CNC) machinery.
Depending upon the school resources, ICT should be used whenever appropriate:
• as a means of expanding students’ knowledge of the world in which they live
• as a channel for developing concepts and skills
• as a powerful communication tool.
Planning your courseThe syllabus as provided in the subject guide is not intended to be a teaching order. Instead it provides detail of what must be covered by the end of the course. A school should develop a scheme of work that best works for their students. For example, the scheme of work could be developed to match available resources, to take into account student prior learning and experience, or in conjunction with other local requirements.
Approaches to the teaching of design technology
Design technology guide 21
HL teachers may choose to teach the core and AHL topics at the same time or teach them in a spiral fashion, by teaching the core topics in year one of the course and revisiting the core topics through the delivery of the AHL topics in year two of the course.
However the course is planned, adequate time must be provided for examination revision. Time must also be given for students to reflect on their learning experience and their growth as learners.
The IB learner profileThe design technology course is closely linked to the IB learner profile. By following the course, students will have engaged with the attributes of the IB learner profile. For example, the requirements of the internal assessment provide opportunities for students to develop every aspect of the profile. For each attribute of the learner profile, a number of references are given below.
Learner profile attribute
Inquirers Aims 1, 2 and 8
Practical work and internal assessment
Knowledgeable Aims 1, 2, 4 and 10
Practical work and internal assessment
Thinkers Aims 2, 3, 4, 7 and 10
Practical work and internal assessment
Communicators Aims 2, 4 and 7; external assessment
Practical work and internal assessment; group 4 project
Principled Aims 5, 6 and 9
Practical work and internal assessment: ethical behaviour/practice (Ethical practice poster, Animal experimentation policy); academic honesty
Open-minded Aims 2, 3, 6, 7, 8 and 9
Practical work and internal assessment; group 4 project
Caring Aims 6, 8 and 9
Practical work and internal assessment; group 4 project; ethical behaviour/practice (Ethical practice poster, Animal experimentation policy)
Risk-takers Aims 1, 3 and 7
Practical work and internal assessment; group 4 project
Balanced Aims 5, 6, 8, 9 and 10
Practical work and internal assessment
Reflective Aims 1, 5, 6, 8, 9 and 10
Practical work and internal assessment; group 4 project
Design technology guide2222
Syllabus
Syllabus content
Syllabus component
Recommended teaching hours
SL HL
Core 90
1 Human factors and ergonomics
• Anthropometrics
• Psychological factors
• Physiological factors
12
2 Resource management and sustainable production
• Resources and reserves
• Waste mitigation strategies
• Energy utilization, storage and distribution
• Clean technology
• Green design
• Eco-design
22
3 Modelling • Conceptual modelling
• Graphical modelling
• Physical modelling
• Computer-aided design (CAD)
• Rapid prototyping
12
4 Final production • Properties of materials
• Metals and metallic alloys
• Timber
• Glass
• Plastics
• Textiles
• Composites
• Scales of production
• Manufacturing processes
• Production systems
• Robots in automated production
23
Syllabus content
Design technology guide 23
Syllabus component
Recommended teaching hours
SL HL
5 Innovation and design
• Invention
• Innovation
• Strategies for innovation
• Stakeholders in invention and innovation
• Product life cycle
• Rogers’ characteristics of innovation and consumers
• Innovation, design and marketing specifications
13
6 Classic design • Characteristics of classic design
• Classic design, function and form8
Additional higher level (AHL) 54
7 User-centred design
• User-centred design (UCD)
• Usability
• Strategies for user research
• Strategies for UCD
• Beyond usability—designing for pleasure and emotion
12
8 Sustainability • Sustainable development
• Sustainable consumption
• Sustainable design
• Sustainable innovation
14
9 Innovation and markets
• Corporate strategies
• Market sectors and segments
• Marketing mix
• Market research
• Branding
13
10 Commercial production
• Just in time (JIT) and just in case (JIC)
• Lean production
• Computer-integrated manufacturing (CIM)
• Quality management
• Economic viability
15
24 Design technology guide2424
Sylla
bus
core
Topi
c 1:
Hum
an fa
ctor
s an
d er
gono
mic
s 12
hou
rs
Esse
ntia
l ide
a: D
esig
ners
con
side
r thr
ee h
uman
fact
ors
to e
nsur
e pr
oduc
ts m
eet e
rgon
omic
nee
ds.
1.1a
Ant
hrop
omet
rics
Nat
ure
of d
esig
n:
Des
ign
is h
uman
cen
tred
and
, the
refo
re, d
esig
ners
ne
ed to
ens
ure
that
the
prod
ucts
they
des
ign
are
the
right
siz
e fo
r the
use
r and
ther
efor
e co
mfo
rtab
le
to u
se. D
esig
ners
hav
e ac
cess
to d
ata
and
draw
ings
, w
hich
sta
te m
easu
rem
ents
of h
uman
bei
ngs
of a
ll ag
es a
nd s
izes
. Des
igne
rs n
eed
to c
onsi
der h
ow u
sers
w
ill in
tera
ct w
ith th
e pr
oduc
t or s
ervi
ce. U
se a
nd
mis
use
is a
n im
port
ant c
onsi
dera
tion.
(1.5
, 1.1
8, 1
.20)
Conc
ept a
nd p
rinc
iple
s:
•A
nthr
opom
etric
dat
a: s
tatic
and
dyn
amic
dat
a,
stru
ctur
al a
nd fu
nctio
nal d
ata
•Pr
imar
y da
ta v
ersu
s se
cond
ary
data
•Pe
rcen
tiles
and
per
cent
ile ra
nges
•Ra
nge
of s
izes
ver
sus
adju
stab
ility
•Cl
eara
nce,
reac
h an
d ad
just
abili
ty
Gui
danc
e:
•Co
llect
ing
anth
ropo
met
ric d
ata
cons
ider
ing
relia
bilit
y an
d lim
itatio
ns
•In
terp
retin
g pe
rcen
tile
tabl
es fo
r use
r po
pula
tions
•D
esig
n co
ntex
ts w
here
diff
eren
t per
cent
ile
rang
es a
re u
sed
Inte
rnat
iona
l-m
inde
dnes
s:
•A
wid
e se
lect
ion
of a
nthr
opom
etric
dat
a is
pu
blis
hed
and
regi
onal
ized
, for
exa
mpl
e,
Asi
an d
ata
vers
us w
este
rn E
urop
ean
data
. The
de
sign
er m
ust w
ork
with
dat
a ap
prop
riate
to th
e ta
rget
mar
ket.
Theo
ry o
f kno
wle
dge:
•D
o th
e m
etho
ds o
f dat
a co
llect
ion
used
in
desi
gn te
chno
logy
hav
e m
ore
in c
omm
on w
ith
disc
iplin
es in
the
hum
an s
cien
ces
or th
e na
tura
l sc
ienc
es?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
c 7
Aim
s:
•A
im 6
: Ant
hrop
omet
ric d
ata
sets
can
var
y si
gnifi
cant
ly b
etw
een
popu
latio
ns. P
artic
ular
ly
in th
e fa
shio
n in
dust
ry, t
he v
aria
nce
in th
ese
data
set
s im
pact
s th
e si
ze ra
nge
of c
loth
es fo
r pa
rtic
ular
mar
kets
.
Topic 1: Human factors and ergonomics
Design technology guide 25
1.1b
Psy
chol
ogic
al fa
ctor
s
Nat
ure
of d
esig
n:
Hum
an b
eing
s va
ry p
sych
olog
ical
ly in
com
plex
w
ays.
Any
att
empt
by
desi
gner
s to
cla
ssify
peo
ple
into
gro
ups
mer
ely
resu
lts in
a s
tate
men
t of b
road
pr
inci
ples
that
may
or m
ay n
ot b
e re
leva
nt to
the
indi
vidu
al. D
esig
n pe
rmea
tes
ever
y as
pect
of h
uman
ex
perie
nce
and
data
per
tain
ing
to w
hat c
anno
t be
see
n su
ch a
s to
uch,
tast
e, a
nd s
mel
l are
oft
en
expr
essi
ons
of o
pini
on ra
ther
than
che
ckab
le fa
ct. (
1.5,
1.
18, 1
.20,
2.9
)
Conc
epts
and
pri
ncip
les:
•Ps
ycho
logi
cal f
acto
r dat
a
•H
uman
info
rmat
ion
proc
essi
ng s
yste
ms
•Ef
fect
of e
nviro
nmen
tal f
acto
rs
•A
lert
ness
•Pe
rcep
tion
Gui
danc
e:
•D
ata
in re
latio
n to
ligh
t, sm
ell,
soun
d, ta
ste,
te
mpe
ratu
re a
nd te
xtur
e as
qua
litat
ive
or
quan
titat
ive
(ord
inal
/inte
rval
)
•M
etho
ds o
f col
lect
ing
psyc
holo
gica
l fac
tor d
ata
•Re
pres
entin
g th
e hu
man
info
rmat
ion
proc
essi
ng
syst
em u
sing
flow
dia
gram
s
•A
pply
ing
the
hum
an in
form
atio
n pr
oces
sing
sy
stem
to a
com
mon
task
•Ev
alua
ting
effe
cts
and
reas
ons
for a
bre
akdo
wn
in th
e hu
man
info
rmat
ion
proc
essi
ng s
yste
m
•U
ser r
espo
nses
to e
nviro
nmen
tal f
acto
rs
•H
ow e
nviro
nmen
tal f
acto
rs in
duce
diff
eren
t le
vels
of a
lert
ness
•Th
e im
port
ance
of o
ptim
izin
g en
viro
nmen
tal
fact
ors
to m
axim
ize
wor
kpla
ce p
erfo
rman
ce
•A
sses
sing
the
impa
ct o
f per
cept
ion
in re
latio
n to
the
accu
racy
and
relia
bilit
y of
psy
chol
ogic
al
fact
or d
ata
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e or
igin
of p
sych
olog
y (a
s a
mai
nly
wes
tern
aca
dem
ic s
ubje
ct) a
long
with
rece
nt
neur
olog
ical
insi
ghts
on
a gl
obal
sca
le n
eed
to b
e ta
ken
into
acc
ount
in a
pply
ing
any
psyc
holo
gica
l fac
tors
to g
loba
l des
ign
prob
lem
s.
Theo
ry o
f kno
wle
dge:
•H
ow m
ight
the
colle
ctio
n an
d in
terp
reta
tion
of
data
be
affe
cted
by
the
limita
tions
of o
ur s
ense
pe
rcep
tion?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
c 7
•Bi
olog
y op
tion
A
•Ps
ycho
logy
par
t 1: c
ore
Aim
s:
•A
im 3
: The
ana
lysi
s of
the
hum
an in
form
atio
n pr
oces
sing
sys
tem
requ
ires
a de
sign
er to
cr
itica
lly a
naly
se a
rang
e of
cau
ses
and
effe
cts
to id
entif
y w
here
a p
oten
tial b
reak
dow
n co
uld
occu
r and
the
effe
ct it
may
hav
e.
Topic 1: Human factors and ergonomics
Design technology guide26
1.1c
Phy
siol
ogic
al fa
ctor
s
Nat
ure
of d
esig
n:
Des
igne
rs s
tudy
phy
sica
l cha
ract
eris
tics
to o
ptim
ize
the
user
’s sa
fety
, hea
lth, c
omfo
rt a
nd p
erfo
rman
ce.
(1.5
, 1.1
8, 1
.20,
2.9
)
Conc
epts
and
pri
ncip
les:
•Ph
ysio
logi
cal f
acto
r dat
a
•Co
mfo
rt a
nd fa
tigue
•Bi
omec
hani
cs
Gui
danc
e:
•Ty
pes
of p
hysi
olog
ical
fact
or d
ata
avai
labl
e to
de
sign
ers
and
how
they
are
col
lect
ed
•H
ow d
ata
rela
ted
to c
omfo
rt a
nd fa
tigue
info
rms
desi
gn d
ecis
ions
•Th
e im
port
ance
of b
iom
echa
nics
to th
e de
sign
of
diff
eren
t pro
duct
s co
nsid
erin
g m
uscl
e st
reng
th, a
ge, u
ser i
nter
face
and
torq
ue
Inte
rnat
iona
l-m
inde
dnes
s:
•It
is im
port
ant t
hat t
he p
hysi
olog
ical
fact
or d
ata
are
eith
er re
gion
al/n
atio
nal d
ata
or g
reat
car
e is
ta
ken
whe
n ap
plyi
ng d
ata
from
one
sou
rce
to a
po
tent
ially
inap
prop
riate
targ
et m
arke
t.
Theo
ry o
f kno
wle
dge:
•Th
is to
pic
is a
bout
hum
an fa
ctor
s. H
ow
do e
thic
al li
mita
tions
aff
ect t
he s
ort o
f in
vest
igat
ions
that
can
take
pla
ce w
here
hum
an
subj
ects
are
invo
lved
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
c 7
•Bi
olog
y to
pics
6 a
nd 1
1
•Ph
ysic
s to
pic
2
•Sp
orts
exe
rcis
e an
d he
alth
topi
cs 1
, 2 a
nd 4
Aim
s:
•A
im 8
: Und
erst
andi
ng c
ompl
ex b
iom
echa
nics
an
d de
sign
ing
prod
ucts
to e
nabl
e fu
ll fu
nctio
nalit
y of
bod
y pa
rts
can
retu
rn
inde
pend
ence
and
per
sona
l and
soc
ial w
ell-
bein
g to
an
indi
vidu
al.
27Design technology guide 2727
Sylla
bus
core
Topi
c 2:
Res
ourc
e m
anag
emen
t and
sust
aina
ble
prod
uctio
n 22
hou
rs
Esse
ntia
l id
ea: R
esou
rce
man
agem
ent
and
sust
aina
ble
prod
ucti
on c
aref
ully
con
side
r th
ree
key
issu
es—
cons
umpt
ion
of r
aw m
ater
ials
, con
sum
ptio
n of
ene
rgy,
and
pr
oduc
tion
of w
aste
—in
rela
tion
to m
anag
ing
reso
urce
s an
d re
serv
es e
ffec
tivel
y an
d m
akin
g pr
oduc
tion
mor
e su
stai
nabl
e.
2.1
Reso
urce
s an
d re
serv
es
Nat
ure
of d
esig
n:
As
non-
rene
wab
le re
sour
ces
run
out,
desi
gner
s ne
ed to
dev
elop
inno
vativ
e so
lutio
ns to
mee
t bas
ic
hum
an n
eeds
for e
nerg
y, fo
od a
nd ra
w m
ater
ials
. The
de
velo
pmen
t of r
enew
able
and
sus
tain
able
reso
urce
s is
one
of t
he m
ajor
cha
lleng
es o
f the
21s
t cen
tury
for
desi
gner
s. (2
.9)
Conc
epts
and
pri
ncip
les:
•Re
new
able
and
non
-ren
ewab
le re
sour
ces
•Re
serv
es
•Re
new
abili
ty
Gui
danc
e:
•Th
e ec
onom
ic a
nd p
oliti
cal i
mpo
rtan
ce o
f m
ater
ial a
nd la
nd re
sour
ces
and
rese
rves
co
nsid
erin
g se
t-up
cos
t, ef
ficie
ncy
of c
onve
rsio
n,
sust
aina
ble
and
cons
tant
sup
ply,
soc
ial i
mpa
ct,
envi
ronm
enta
l im
pact
and
dec
omm
issi
onin
g
•Co
mpa
rison
of r
enew
able
and
non
-ren
ewab
le
reso
urce
s
•Po
sitiv
e or
neg
ativ
e im
pact
that
a d
evel
opm
ent
may
hav
e on
the
envi
ronm
ent
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e im
pact
of m
ultin
atio
nal c
ompa
nies
whe
n ob
tain
ing
reso
urce
s in
diff
eren
t cou
ntrie
s/re
gion
s ca
n be
a s
igni
fican
t iss
ue fo
r the
loca
l po
pula
tion
and
have
maj
or s
ocia
l, et
hica
l and
en
viro
nmen
tal i
mpl
icat
ions
.
Theo
ry o
f kno
wle
dge:
•To
wha
t ext
ent s
houl
d po
tent
ial d
amag
e to
the
envi
ronm
ent l
imit
our p
ursu
it of
kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 8 a
nd 1
0
•Bi
olog
y to
pic
4
•Bu
sine
ss m
anag
emen
t top
ic 5
•Ec
onom
ics
topi
c 1
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pics
1
and
8
•Ph
ysic
s to
pic
8
Topic 2: Resource management and sustainable production
Design technology guide28
2.1
Reso
urce
s an
d re
serv
es
Aim
s:
•A
im 3
: Muc
h of
the
deve
lopm
ent o
f new
re
sour
ces
is th
e pr
oduc
t of c
reat
ing
sust
aina
ble
solu
tions
to e
xist
ing
prob
lem
s.
•A
im 1
0: T
he le
gacy
of t
he in
dust
rial r
evol
utio
n is
now
bei
ng fe
lt as
we
face
reso
urce
dep
letio
n.
The
chal
leng
e fo
r des
igne
rs is
to c
ontin
ue
to d
evel
op p
rodu
cts
that
mee
t the
nee
ds o
f hu
man
s, w
hile
con
serv
ing
the
envi
ronm
ent f
or
futu
re g
ener
atio
ns.
Topic 2: Resource management and sustainable production
Design technology guide 29
Esse
ntia
l ide
a: W
aste
miti
gatio
n st
rate
gies
can
redu
ce o
r elim
inat
e th
e vo
lum
e of
mat
eria
l dis
pose
d to
land
fill.
2.2
Was
te m
itig
atio
n st
rate
gies
Nat
ure
of d
esig
n:
The
abun
danc
e of
reso
urce
s an
d ra
w m
ater
ials
in th
e in
dust
rial a
ge le
d to
the
deve
lopm
ent o
f a th
row
away
so
ciet
y, a
nd a
s re
sour
ces
run
out,
the
man
y fa
cets
of
sust
aina
bilit
y be
com
e a
mor
e im
port
ant f
ocus
for
desi
gner
s. T
he re
sult
of th
e th
row
away
soc
iety
is la
rge
amou
nts
of m
ater
ials
foun
d in
land
fill,
whi
ch c
an b
e co
nsid
ered
as
a ne
w s
ourc
e to
min
e re
sour
ces
from
. (2
.7)
Conc
epts
and
pri
ncip
les:
•Re
-use
•Re
cycl
e
•Re
pair
•Re
cond
ition
•Re
-eng
inee
r
•Po
llutio
n/w
aste
•M
etho
dolo
gies
for w
aste
redu
ctio
n an
d de
sign
ing
out w
aste
•D
emat
eria
lizat
ion
•Pr
oduc
t rec
over
y st
rate
gies
at e
nd o
f life
/di
spos
al
•Ci
rcul
ar e
cono
my—
the
use
of w
aste
as
a re
sour
ce w
ithin
a c
lose
d lo
op s
yste
m
Gui
danc
e:
•U
se a
nd re
cove
ry o
f sta
ndar
d pa
rts
at th
e en
d of
pr
oduc
t life
•Re
cove
ry o
f raw
mat
eria
ls
•Re
duct
ion
of to
tal m
ater
ial a
nd e
nerg
y th
roug
hput
of a
pro
duct
or s
ervi
ce, a
nd th
e lim
itatio
n of
its
envi
ronm
enta
l im
pact
thro
ugh:
re
duct
ion
of ra
w m
ater
ials
at t
he p
rodu
ctio
n st
age;
ene
rgy
and
mat
eria
l inp
uts
at th
e us
er
stag
e; w
aste
at t
he d
ispo
sal s
tage
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ex
port
of h
ighl
y to
xic
was
te fr
om
one
coun
try
to a
noth
er is
an
issu
e fo
r all
stak
ehol
ders
.
Theo
ry o
f kno
wle
dge:
•Th
e ci
rcul
ar e
cono
my
can
be s
een
as a
n ex
ampl
e of
a p
arad
igm
shi
ft in
des
ign.
Doe
s kn
owle
dge
deve
lop
thro
ugh
para
digm
shi
fts
in a
ll ar
eas
of
know
ledg
e?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 8 a
nd 1
0
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
8
Aim
s:
•A
im 2
: The
exp
lora
tion
of p
ossi
ble
solu
tions
to
elim
inat
e w
aste
in o
ur s
ocie
ty h
as g
iven
rise
to
idea
s de
velo
ped
as p
art o
f the
circ
ular
eco
nom
y.
By re
desi
gnin
g pr
oduc
ts a
nd p
roce
sses
, the
w
aste
from
one
pro
duct
can
bec
ome
the
raw
m
ater
ial o
f ano
ther
.
Topic 2: Resource management and sustainable production
Design technology guide30
2.2
Was
te m
itig
atio
n st
rate
gies
•H
ow d
emat
eria
lizat
ion
can
impr
ove
prod
uct
effic
ienc
y by
sav
ing,
reus
ing
or re
cycl
ing
mat
eria
ls a
nd c
ompo
nent
s
•Th
e im
pact
s of
dem
ater
ializ
atio
n on
eac
h st
age
of th
e pr
oduc
t life
cyc
le in
clud
ing:
mat
eria
l ex
trac
tion;
eco
-des
ign;
cle
aner
pro
duct
ion;
en
viro
nmen
tally
con
scio
us c
onsu
mpt
ion
patt
erns
; rec
yclin
g of
was
te
•Po
tent
ial r
esul
ts o
f suc
cess
ful d
emat
eria
lizat
ion
Topic 2: Resource management and sustainable production
Design technology guide 31
Esse
ntia
l ide
a: T
here
are
sev
eral
fact
ors
to b
e co
nsid
ered
with
resp
ect t
o en
ergy
and
des
ign.
2.3
Ener
gy u
tiliz
atio
n, s
tora
ge a
nd d
istr
ibut
ion
Nat
ure
of d
esig
n:
Effic
ient
ene
rgy
use
is a
n im
port
ant c
onsi
dera
tion
for d
esig
ners
in to
day’
s so
ciet
y. E
nerg
y co
nser
vatio
n an
d ef
ficie
nt e
nerg
y us
e ar
e pi
vota
l in
our i
mpa
ct
on th
e en
viro
nmen
t. A
des
igne
r’s g
oal i
s to
redu
ce
the
amou
nt o
f ene
rgy
requ
ired
to p
rovi
de p
rodu
cts
or s
ervi
ces
usin
g ne
wer
tech
nolo
gies
or c
reat
ive
impl
emen
tatio
n of
sys
tem
s to
redu
ce u
sage
. For
ex
ampl
e, d
rivin
g le
ss is
an
exam
ple
of e
nerg
y co
nser
vatio
n, w
hile
driv
ing
the
sam
e am
ount
but
with
a
high
er m
ileag
e ca
r is
ener
gy e
ffic
ient
. (1.
11, 1
.16,
2.1
0)
Conc
epts
and
pri
ncip
les:
•Em
bodi
ed e
nerg
y
•D
istr
ibut
ing
ener
gy: n
atio
nal a
nd in
tern
atio
nal
grid
sys
tem
s
•Lo
cal c
ombi
ned
heat
and
pow
er (C
HP)
•Sy
stem
s fo
r ind
ivid
ual e
nerg
y ge
nera
tion
•Q
uant
ifica
tion
and
miti
gatio
n of
car
bon
emis
sion
s
•Ba
tter
ies,
cap
acito
rs a
nd c
apac
ities
con
side
ring
rela
tive
cost
, eff
icie
ncy,
env
ironm
enta
l im
pact
an
d re
liabi
lity
Gui
danc
e:
•To
tal e
nerg
y co
nsum
ed in
pro
duct
ion
(cra
dle
to
[fact
ory]
gat
e) a
nd th
roug
hout
the
lifec
ycle
of a
pr
oduc
t (cr
adle
to g
rave
)
•Ba
tter
ies
are
limite
d to
hyd
roge
n fu
el c
ells
, lit
hium
, NiC
ad, l
ead
acid
, and
LiP
o ba
tter
ies
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
ere
are
inst
ance
s of
ene
rgy
sour
ces
(for
exam
ple,
oil
and
elec
tric
ity) c
ross
ing
natio
nal
boun
darie
s th
roug
h cr
oss-
bord
er n
etw
orks
le
adin
g to
issu
es o
f ene
rgy
secu
rity.
Theo
ry o
f kno
wle
dge:
•Th
e Su
n is
the
sour
ce o
f all
ener
gy a
nd e
ssen
tial
for h
uman
exi
sten
ce. I
s th
ere
som
e kn
owle
dge
com
mon
to a
ll ar
eas
of k
now
ledg
e an
d w
ays
of
know
ing?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 8
and
10
•Bi
olog
y to
pic
4
•Ch
emis
try
optio
n C
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
2
•Ph
ysic
s to
pics
5, 8
and
11
Aim
s:
•A
im 1
: As
we
deve
lop
new
ele
ctro
nic
prod
ucts
, el
ectr
ical
ene
rgy
pow
er s
ourc
es re
mai
n an
ev
er-im
port
ant i
ssue
. The
abi
lity
to c
once
ntra
te
elec
tric
al e
nerg
y in
to e
ver-
decr
easi
ng v
olum
e an
d w
eigh
t is
the
chal
leng
e fo
r des
igne
rs o
f el
ectr
onic
pro
duct
s.
Topic 2: Resource management and sustainable production
Design technology guide32
Esse
ntia
l ide
a: C
lean
tech
nolo
gy s
eeks
to re
duce
was
te/p
ollu
tion
from
pro
duct
ion
proc
esse
s th
roug
h ra
dica
l or i
ncre
men
tal d
evel
opm
ent o
f a p
rodu
ctio
n sy
stem
.
2.4
Clea
n te
chno
logy
Nat
ure
of d
esig
n:
Clea
n te
chno
logy
is fo
und
in a
bro
ad ra
nge
of
indu
strie
s, in
clud
ing
wat
er, e
nerg
y, m
anuf
actu
ring,
ad
vanc
ed m
ater
ials
and
tran
spor
tatio
n. A
s ou
r Ear
th’s
reso
urce
s ar
e sl
owly
dep
lete
d, d
eman
d fo
r ene
rgy
wor
ldw
ide
shou
ld b
e on
eve
ry d
esig
ner’s
min
d w
hen
gene
ratin
g pr
oduc
ts, s
yste
ms
and
serv
ices
. Th
e co
nver
genc
e of
env
ironm
enta
l, te
chno
logi
cal,
econ
omic
and
soc
ial f
acto
rs w
ill p
rodu
ce m
ore
ener
gy-e
ffic
ient
tech
nolo
gies
that
will
be
less
relia
nt
on o
bsol
ete,
pol
lutin
g te
chno
logi
es. (
1.11
, 1.1
6, 2
.10)
Conc
epts
and
pri
ncip
les:
•D
river
s fo
r cle
anin
g up
man
ufac
turin
g:
prom
otin
g po
sitiv
e im
pact
s; en
surin
g ne
utra
l im
pact
or m
inim
izin
g ne
gativ
e im
pact
s th
roug
h co
nser
ving
nat
ural
reso
urce
s; re
duci
ng p
ollu
tion
and
use
of e
nerg
y; re
duci
ng w
asta
ge o
f ene
rgy
and
reso
urce
s
•In
tern
atio
nal l
egis
latio
n an
d ta
rget
s fo
r red
ucin
g po
llutio
n an
d w
aste
•En
d-of
-pip
e te
chno
logi
es
•In
crem
enta
l and
radi
cal s
olut
ions
•Sy
stem
leve
l sol
utio
ns
Gui
danc
e:
•Th
e ro
le o
f leg
isla
tion
to p
rovi
de im
petu
s fo
r m
anuf
actu
rers
to c
lean
up
man
ufac
turin
g pr
oces
ses
•A
dvan
tage
s an
d di
sadv
anta
ges
of in
crem
enta
l an
d ra
dica
l sol
utio
ns
•H
ow m
anuf
actu
rers
reac
t to
legi
slat
ion
•H
ow le
gisl
atio
n ca
n be
mon
itorin
g an
d po
licin
g
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e de
velo
pmen
t of c
lean
tech
nolo
gy s
trat
egie
s fo
r red
ucin
g po
llutio
n an
d w
aste
can
pos
itive
ly
impa
ct lo
cal,
natio
nal a
nd g
loba
l env
ironm
ents
.
Theo
ry o
f kno
wle
dge:
•In
tern
atio
nal t
arge
ts m
ay b
e se
en to
impo
se th
e vi
ew o
f a c
erta
in c
ultu
re o
nto
anot
her.
Can
one
grou
p of
peo
ple
know
wha
t is
best
for o
ther
s?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 8 a
nd 1
0
•Ch
emis
try
optio
n C
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pics
1
and
4
Aim
s:
•A
im 5
: The
legi
slat
ion
for r
educ
ing
pollu
tion
ofte
n fo
cuse
s on
the
outp
ut a
nd, t
here
fore
, end
-of
-pip
e te
chno
logi
es. B
y im
plem
entin
g id
eas
from
the
circ
ular
eco
nom
y, p
ollu
tion
is n
egat
ed
and
was
te e
limin
ated
.
Topic 2: Resource management and sustainable production
Design technology guide 33
Esse
ntia
l ide
a: G
reen
des
ign
inte
grat
es e
nviro
nmen
tal c
onsi
dera
tions
into
the
desi
gn o
f a p
rodu
ct w
ithou
t com
prom
isin
g its
inte
grity
.
2.5
Gre
en d
esig
n
Nat
ure
of d
esig
n:
The
star
ting
poin
t for
man
y gr
een
prod
ucts
is to
im
prov
e an
exi
stin
g pr
oduc
t by
rede
sign
ing
aspe
cts
of it
to a
ddre
ss e
nviro
nmen
tal o
bjec
tives
. The
ite
rativ
e de
velo
pmen
t of t
hese
pro
duct
s ca
n be
in
crem
enta
l or r
adic
al d
epen
ding
on
how
eff
ectiv
ely
new
tech
nolo
gies
can
add
ress
the
envi
ronm
enta
l ob
ject
ives
. Whe
n ne
wer
tech
nolo
gies
are
dev
elop
ed,
the
prod
uct c
an re
-ent
er th
e de
velo
pmen
t pha
se fo
r fu
rthe
r im
prov
emen
t. (1
.4)
Conc
epts
and
pri
ncip
les:
•St
rate
gies
for g
reen
des
ign
(incr
emen
tal a
nd ra
dica
l)
•G
reen
legi
slat
ion
•Ti
mes
cale
to im
plem
ent g
reen
des
ign
•D
river
s fo
r gre
en d
esig
n (c
onsu
mer
pre
ssur
e an
d le
gisl
atio
n)
•D
esig
n ob
ject
ives
for g
reen
pro
duct
s
•St
rate
gies
for d
esig
ning
gre
en p
rodu
cts
•Th
e pr
even
tion
prin
cipl
e
•Th
e pr
ecau
tiona
ry p
rinci
ple
Gui
danc
e:
•H
ow s
trat
egie
s fo
r gre
en d
esig
n of
ten
invo
lve
a fo
cus
on o
ne o
r tw
o en
viro
nmen
tal o
bjec
tives
w
hen
desi
gnin
g or
re-d
esig
ning
pro
duct
s
•H
ow g
reen
legi
slat
ion
enco
urag
es in
crem
enta
l ra
ther
than
radi
cal c
hang
es
•H
ow e
nviro
nmen
tal l
egis
latio
n ha
s en
cour
aged
th
e de
sign
of p
rodu
cts
that
tack
le s
peci
fic
envi
ronm
enta
l iss
ues
•H
ow d
esig
n ob
ject
ives
for g
reen
pro
duct
s ad
dres
s th
ree
broa
d en
viro
nmen
tal c
ateg
orie
s—m
ater
ials
, ene
rgy
and
pollu
tion/
was
te
•Ev
alua
ting
prod
ucts
in te
rms
of: c
onsu
mpt
ion
of ra
w m
ater
ials
; pac
kagi
ng; i
ncor
pora
tion
of
toxi
c ch
emic
als;
ener
gy in
pro
duct
ion
and
use;
en
d-of
-life
dis
posa
l; pr
oduc
tion
met
hods
; and
at
mos
pher
ic p
ollu
tant
s
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ab
ility
and
will
of d
iffer
ent c
ount
ries
to
enac
t env
ironm
enta
l leg
isla
tion
varie
s gr
eatly
.
Theo
ry o
f kno
wle
dge:
•G
reen
issu
es a
re a
n ar
ea w
here
exp
erts
so
met
imes
dis
agre
e. O
n w
hat b
asis
mig
ht w
e de
cide
bet
wee
n th
e ju
dgm
ents
of e
xper
ts if
th
ey d
isag
ree?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 5 a
nd 8
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
•Vi
sual
art
s
Aim
s:
•A
im 9
: The
pur
pose
of g
reen
des
ign
is to
ens
ure
a su
stai
nabl
e fu
ture
for a
ll.
Topic 2: Resource management and sustainable production
Design technology guide34
Esse
ntia
l ide
a: E
co-d
esig
n co
nsid
ers
the
desi
gn o
f a p
rodu
ct th
roug
hout
its
life
cycl
e (fr
om c
radl
e to
gra
ve) u
sing
life
cycl
e an
alys
is.
2.6
Eco-
desi
gn
Nat
ure
of d
esig
n:
Cons
ider
atio
n of
the
envi
ronm
enta
l im
pact
of a
ny
prod
uct,
serv
ice
or s
yste
m d
urin
g its
life
cyc
le s
houl
d be
inst
igat
ed a
t the
ear
liest
sta
ge o
f des
ign
and
cont
inue
thro
ugh
to d
ispo
sal.
Des
igne
rs s
houl
d ha
ve
a fir
m u
nder
stan
ding
of t
heir
resp
onsi
bilit
y to
redu
ce
the
ecol
ogic
al im
pact
on
the
plan
et. E
co-d
esig
n co
ncep
ts c
urre
ntly
hav
e a
grea
t inf
luen
ce o
n m
any
aspe
cts
of d
esig
n. (1
.16)
Conc
epts
and
pri
ncip
les:
•Ti
mes
cale
for i
mpl
emen
ting
eco-
desi
gn
•Th
e “c
radl
e to
gra
ve” a
nd “c
radl
e to
cra
dle”
ph
iloso
phy
•Li
fe c
ycle
ana
lysi
s (L
CA)
•LC
A s
tage
s: pr
e-pr
oduc
tion;
pro
duct
ion;
di
strib
utio
n in
clud
ing
pack
agin
g; u
tiliz
atio
n an
d di
spos
al
•En
viro
nmen
tal c
onsi
dera
tions
•En
viro
nmen
tal i
mpa
ct a
sses
smen
t mat
rix
•Pr
oduc
t life
cyc
le s
tage
s: th
e ro
le o
f the
des
igne
r, m
anuf
actu
rer a
nd u
ser
•Th
e m
ajor
con
side
ratio
ns o
f the
Uni
ted
Nat
ions
En
viro
nmen
tal P
rogr
amm
e M
anua
l on
Eco-
desi
gn
•“D
esig
n fo
r the
env
ironm
ent”
sof
twar
e
•Co
nver
ging
tech
nolo
gies
Gui
danc
e:
•H
ow d
esig
ners
use
LCA
to a
sses
s an
d ba
lanc
e en
viro
nmen
tal i
mpa
ct o
ver a
pro
duct
’s lif
e cy
cle
•Be
nefit
s of
org
aniz
ing
the
life
cycl
e st
ages
an
d th
e en
viro
nmen
tal c
onsi
dera
tions
into
an
envi
ronm
enta
l im
pact
ass
essm
ent m
atrix
in
whi
ch e
lem
ents
diff
er in
impo
rtan
ce a
ccor
ding
to
the
part
icul
ar d
esig
n co
ntex
t
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e di
ffer
ing
stag
es o
f eco
nom
ic d
evel
opm
ent
of d
iffer
ent c
ount
ries/
regi
ons
and
thei
r pas
t and
fu
ture
con
trib
utio
ns to
glo
bal e
mis
sion
s is
an
issu
e.
Theo
ry o
f kno
wle
dge:
•Th
ere
is n
o w
aste
in n
atur
e. S
houl
d ar
eas
of
know
ledg
e lo
ok a
t nat
ural
pro
cess
es b
eyon
d hu
man
end
eavo
ur?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 5 a
nd 8
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
•Vi
sual
art
s
Aim
s:
•A
im 3
: The
sm
art p
hone
is a
n in
nova
tive
exam
ple
of c
onve
rgin
g te
chno
logi
es th
at
com
bine
s m
ultip
le te
chno
logi
es in
to o
ne
spac
e-sa
ving
dev
ice.
The
resu
ltant
redu
ctio
n of
m
ater
ials
, and
ene
rgy
used
in p
rodu
ctio
n an
d di
strib
utio
n ha
s en
viro
nmen
tal b
enef
its.
Topic 2: Resource management and sustainable production
Design technology guide 35
2.6
Eco-
desi
gn
•H
ow L
CA e
nabl
es d
ata
to b
e co
mpa
red
and
acts
as
a u
sefu
l too
l for
com
mun
icat
ing
with
clie
nts/
outs
ide
agen
cies
•H
ow L
CA c
an b
e us
ed to
iden
tify
pote
ntia
l co
nflic
ts b
etw
een
clie
nts/
outs
ide
agen
cies
, w
hich
nee
d to
be
reso
lved
thro
ugh
prio
ritiz
atio
n
•Co
nsid
er c
ompl
exity
, tim
e an
d ex
pens
e of
LCA
•Th
e us
e of
che
cklis
ts to
gui
de th
e de
sign
team
du
ring
a pr
oduc
t’s d
esig
n de
velo
pmen
t sta
ges
•H
ow “d
esig
n fo
r the
env
ironm
ent”
sof
twar
e is
us
ed to
ass
ist d
esig
ners
in th
e as
sess
men
t of
envi
ronm
enta
l im
plic
atio
ns a
nd p
artic
ular
face
ts
of a
des
ign
•A
dvan
tage
s an
d di
sadv
anta
ges
of c
onve
rgin
g te
chno
logy
36 Design technology guide3636
Sylla
bus
core
Topi
c 3:
Mod
ellin
g 12
hou
rs
Esse
ntia
l ide
a: A
con
cept
ual m
odel
orig
inat
es in
the
min
d an
d its
prim
ary
purp
ose
is to
out
line
the
prin
cipl
es, p
roce
sses
and
bas
ic fu
nctio
ns o
f a d
esig
n or
sys
tem
.
3.1
Conc
eptu
al m
odel
ling
Nat
ure
of d
esig
n:
Des
igne
rs u
se c
once
ptua
l mod
ellin
g to
ass
ist t
heir
unde
rsta
ndin
g by
sim
ulat
ing
the
subj
ect m
atte
r th
ey re
pres
ent.
Des
igne
rs s
houl
d co
nsid
er s
yste
ms,
se
rvic
es a
nd p
rodu
cts
in re
latio
n to
wha
t the
y sh
ould
do
, how
they
sho
uld
beha
ve, w
hat t
hey
look
like
and
w
heth
er th
ey w
ill b
e un
ders
tood
by
the
user
s in
the
man
ner i
nten
ded.
(1.2
, 1.3
, 1.8
)
Conc
epts
and
pri
ncip
les:
•Th
e ro
le o
f con
cept
ual m
odel
ling
in d
esig
n
•Co
ncep
tual
mod
ellin
g to
ols
and
skill
s
Gui
danc
e:
•H
ow c
once
ptua
l mod
els
are
used
to
com
mun
icat
e w
ith o
nese
lf an
d ot
hers
•H
ow c
once
ptua
l mod
els
vary
in re
latio
n to
the
cont
ext
•H
ow th
e de
sign
er v
isua
lizes
con
cept
s, d
esig
n th
inki
ng a
nd le
arni
ng
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
co
ncep
tual
mod
ellin
g
Theo
ry o
f kno
wle
dge:
•In
the
cons
truc
tion
of a
mod
el, h
ow c
an w
e kn
ow w
hich
asp
ects
of t
he w
orld
to in
clud
e an
d w
hich
to ig
nore
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Ch
emis
try
topi
c 6
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
•Vi
sual
art
s
Aim
s:
•A
im 7
: The
sta
rtin
g po
int f
or s
olvi
ng a
pro
blem
sp
rings
from
an
idea
dev
elop
ed in
the
min
d. A
de
taile
d ex
plor
atio
n of
the
idea
is v
ital t
o ta
ke it
fr
om th
e in
tang
ible
to th
e ta
ngib
le, a
long
with
th
e ab
ility
to a
rtic
ulat
e th
e id
ea to
oth
ers.
Topic 3: Modelling
Design technology guide 37
Esse
ntia
l ide
a: G
raph
ical
mod
els
are
used
to c
omm
unic
ate
desi
gn id
eas.
3.2
Gra
phic
al m
odel
ling
Nat
ure
of d
esig
n:
Gra
phic
al m
odel
s ca
n ta
ke m
any
form
s, b
ut th
eir
prim
e fu
nctio
n is
alw
ays
the
sam
e—to
sim
plify
the
data
and
pre
sent
it in
suc
h a
way
that
und
erst
andi
ng
of w
hat i
s be
ing
pres
ente
d ai
ds fu
rthe
r dev
elop
men
t or
dis
cuss
ion.
Des
igne
rs u
tiliz
e gr
aphi
cal m
odel
ling
as a
tool
to e
xplo
re c
reat
ive
solu
tions
and
refin
e id
eas
from
the
tech
nica
lly im
poss
ible
to th
e te
chni
cally
po
ssib
le, w
iden
ing
the
cons
trai
nts
of w
hat i
s fe
asib
le.
(1.13
, 3.7
)
Conc
epts
and
pri
ncip
les:
•2D
and
3D
gra
phic
al m
odel
s
•Pe
rspe
ctiv
e, p
roje
ctio
n an
d sc
ale
draw
ings
•Sk
etch
ing
vers
us fo
rmal
dra
win
g te
chni
ques
•Pa
rt a
nd a
ssem
bly
draw
ings
Gui
danc
e:
•H
ow g
raph
ical
mod
els
are
used
to c
omm
unic
ate
with
one
self
and
othe
rs
•H
ow th
e ch
oice
of g
raph
ical
mod
els
varie
s in
re
latio
n to
the
cont
ext
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
di
ffer
ent g
raph
ical
mod
els
Theo
ry o
f kno
wle
dge:
•A
re th
ere
aspe
cts
of th
e w
orld
that
are
not
am
enab
le to
mod
ellin
g?
•To
wha
t ext
ent d
oes
grap
hica
l com
mun
icat
ion
shap
e an
d lim
it ou
r kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Vi
sual
art
s
Aim
s:
•A
im 2
: The
dev
elop
men
t of i
deas
thro
ugh
grap
hica
l mod
els
allo
ws
desi
gner
s to
exp
lore
an
d de
epen
thei
r und
erst
andi
ng o
f a p
robl
em
and
cont
ext o
f use
.
Topic 3: Modelling
Design technology guide38
Esse
ntia
l ide
a: A
phy
sica
l mod
el is
a th
ree-
dim
ensi
onal
, tan
gibl
e re
pres
enta
tion
of a
des
ign
or s
yste
m.
3.3
Phys
ical
mod
ellin
g
Nat
ure
of d
esig
n:
Des
igne
rs u
se p
hysi
cal m
odel
s to
vis
ualiz
e in
form
atio
n ab
out t
he c
onte
xt th
at th
e m
odel
repr
esen
ts. I
t is
very
co
mm
on fo
r phy
sica
l mod
els
of la
rge
obje
cts
to b
e sc
aled
dow
n an
d sm
alle
r obj
ects
sca
led
up fo
r eas
e of
vi
sual
izat
ion.
The
prim
ary
goal
of p
hysi
cal m
odel
ling
is
to te
st a
spec
ts o
f a p
rodu
ct a
gain
st u
ser r
equi
rem
ents
. Th
orou
gh te
stin
g at
the
desi
gn d
evel
opm
ent s
tage
en
sure
s th
at a
n ap
prop
riate
pro
duct
is d
evel
oped
. (1
.2, 1
.13, 3
.2)
Conc
epts
and
pri
ncip
les:
•Sc
ale
mod
els
•A
esth
etic
mod
els
•M
ock-
ups
•Pr
otot
ypes
•In
stru
men
ted
mod
els
Gui
danc
e:
•A
pplic
atio
ns o
f phy
sica
l mod
els
•U
se o
f ins
trum
ente
d m
odel
s to
mea
sure
the
leve
l of a
pro
duct
’s pe
rfor
man
ce a
nd fa
cilit
ate
ongo
ing
form
ativ
e ev
alua
tion
and
test
ing
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
phy
sica
l m
odel
s
Theo
ry o
f kno
wle
dge:
•M
odel
s th
at o
nly
show
asp
ects
of r
ealit
y ar
e w
idel
y us
ed in
des
ign.
How
can
they
lead
to n
ew
know
ledg
e?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 5 a
nd 7
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Vi
sual
art
s
Aim
s:
•A
im 4
: Phy
sica
l mod
ellin
g no
t onl
y al
low
s de
sign
ers
to e
xplo
re a
nd te
st th
eir i
deas
, but
to
also
pre
sent
them
to o
ther
s. E
ngag
ing
clie
nts,
fo
cus
grou
ps a
nd e
xper
ts to
inte
ract
with
ph
ysic
al m
odel
s of
pro
duct
s al
low
s de
sign
ers
to g
ain
valu
able
feed
back
that
ena
ble
them
to
impr
ove
the
desi
gn a
nd p
rodu
ct-u
ser i
nter
face
.
Topic 3: Modelling
Design technology guide 39
Esse
ntia
l ide
a: A
com
pute
r-ai
ded
desi
gn is
the
gene
ratio
n, c
reat
ion,
dev
elop
men
t and
ana
lysi
s of
a d
esig
n or
sys
tem
usi
ng c
ompu
ter s
oftw
are.
3.4
Com
pute
r-ai
ded
desi
gn (C
AD
)
Nat
ure
of d
esig
n:
As
tech
nolo
gies
impr
ove
and
the
soft
war
e be
com
es
mor
e po
wer
ful,
so d
o th
e op
port
uniti
es fo
r des
igne
rs
to c
reat
e ne
w a
nd e
xciti
ng p
rodu
cts,
ser
vice
s an
d sy
stem
s. G
reat
er fr
eedo
m in
cus
tom
izat
ion
and
pers
onal
izat
ion
of p
rodu
cts
has
a si
gnifi
cant
impa
ct
on th
e en
d us
er. T
he a
bilit
y to
virt
ually
pro
toty
pe,
visu
aliz
e an
d sh
are
desi
gns
enha
nces
the
who
le
desi
gn c
ycle
from
dat
a an
alys
is th
roug
h to
fina
l de
sign
s. (1
.14)
Conc
epts
and
pri
ncip
les:
•Ty
pes
of C
AD
sof
twar
e
•Su
rfac
e an
d so
lid m
odel
s
•D
ata
mod
ellin
g in
clud
ing
stat
istic
al m
odel
ling
•Vi
rtua
l pro
toty
ping
•Bo
ttom
-up
and
top-
dow
n m
odel
ling
•D
igita
l hum
ans:
mot
ion
capt
ure,
hap
tic
tech
nolo
gy, v
irtua
l rea
lity
(VR)
, and
ani
mat
ion
•Fi
nite
ele
men
t ana
lysi
s (F
EA)
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
co
mpu
ter-
aide
d m
odel
ling
•H
ow d
ata
mod
els
stru
ctur
e da
ta th
roug
h da
taba
se m
odel
s
•D
esig
n of
info
rmat
ion
syst
ems
to e
nabl
e th
e ex
chan
ge d
ata
•H
ow h
aptic
tech
nolo
gy, m
otio
n ca
ptur
e, V
R an
d an
imat
ion
can
be u
sed
to s
imul
ate
desi
gn
scen
ario
s an
d co
ntex
ts
•Co
mpa
rison
of F
EA w
ith te
stin
g ph
ysic
al m
odel
s
•U
se o
f FEA
sys
tem
s w
hen
desi
gnin
g an
d de
velo
ping
pro
duct
s
Inte
rnat
iona
l-m
inde
dnes
s:
•Im
prov
ed c
omm
unic
atio
n te
chno
logi
es a
llow
de
sign
s to
be
deve
lope
d co
llabo
rativ
ely
by
diff
eren
t glo
bal t
eam
s on
a 2
4/7
basi
s.
Theo
ry o
f kno
wle
dge:
•H
ow is
new
kno
wle
dge
acqu
ired
thro
ugh
the
use
of d
igita
l mod
els?
•D
oes
tech
nolo
gy a
llow
us
to g
ain
know
ledg
e th
at o
ur h
uman
sen
ses
are
unab
le to
gai
n?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 7 a
nd 1
0
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Vi
sual
art
s
Aim
s:
•A
im 1
0: T
he u
se o
f CA
D to
sim
ulat
e th
e co
nditi
ons
in w
hich
a p
rodu
ct w
ill b
e us
ed
allo
ws
the
desi
gner
to g
ain
valu
able
dat
a at
low
co
st. F
or e
xam
ple,
sim
ulat
ing
the
flow
of a
ir ac
ross
a c
ar e
xter
ior n
egat
es th
e ne
ed fo
r a c
ar
and
win
d tu
nnel
.
Topic 3: Modelling
Design technology guide40
Esse
ntia
l ide
a: R
apid
pro
toty
ping
is th
e pr
oduc
tion
of a
phy
sica
l mod
el o
f a d
esig
n us
ing
thre
e-di
men
sion
al C
AD
dat
a.
3.5
Rapi
d pr
otot
ypin
g
Nat
ure
of d
esig
n:
The
grow
th in
com
putin
g po
wer
has
had
a m
ajor
im
pact
on
mod
ellin
g w
ith c
ompu
ter-
aide
d m
anuf
actu
re. R
apid
sof
twar
e an
d ha
rdw
are
deve
lopm
ents
allo
w n
ew o
ppor
tuni
ties
and
exci
ting
new
tech
nolo
gies
to c
reat
e dy
nam
ic m
odel
ling
of
ever
-gre
ater
com
plex
ity. M
odel
s ca
n be
sim
ulat
ed b
y de
sign
ers
usin
g so
ftw
are,
test
ed a
nd tr
ialle
d vi
rtua
lly
befo
re s
endi
ng to
a v
arie
ty o
f per
iphe
ral m
achi
nes
for
prot
otyp
e m
anuf
actu
re in
an
ever
-incr
easi
ng ra
nge
of
mat
eria
ls. T
he e
ase
of s
endi
ng th
is d
igita
l dat
a ac
ross
co
ntin
ents
for m
anuf
actu
re o
f pro
toty
pes
has
maj
or
impl
icat
ions
for d
ata
and
desi
gn p
rote
ctio
n. (1
.19)
Conc
epts
and
pri
ncip
les:
•St
ereo
litho
grap
hy
•La
min
ated
obj
ect m
anuf
actu
ring
(LO
M)
•Fu
sed
depo
sitio
n m
odel
ling
(FD
M)
•Se
lect
ive
lase
r sin
terin
g (S
LS)
Gui
danc
e:
•D
iffer
ent t
ypes
of 3
D p
rintin
g te
chni
ques
•A
dvan
tage
s an
d di
sadv
anta
ges
of ra
pid
prot
otyp
ing
tech
niqu
es
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e hi
gh c
ost o
f som
e ne
w p
roce
sses
doe
s no
t al
low
for t
heir
rapi
d di
ssem
inat
ion
glob
ally
.
Theo
ry o
f kno
wle
dge:
•W
hich
way
s of
kno
win
g do
we
use
to in
terp
ret
indi
rect
evi
denc
e ga
ther
ed th
roug
h th
e us
e of
te
chno
logy
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 4
, 7 a
nd 1
0
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 1
0: T
he in
crea
sing
eff
ectiv
enes
s of
rapi
d pr
otot
ypin
g te
chni
ques
in te
rms
of b
oth
cost
an
d sp
eed
enab
les
desi
gner
s to
cre
ate
com
plex
ph
ysic
al m
odel
s fo
r tes
ting.
41Design technology guide 4141
Sylla
bus
core
Topi
c 4:
Fin
al p
rodu
ctio
n 23
hou
rs
Esse
ntia
l ide
a: M
ater
ials
are
sel
ecte
d fo
r man
ufac
turin
g pr
oduc
ts b
ased
prim
arily
on
thei
r pro
pert
ies.
4.1
Prop
erti
es o
f mat
eria
ls
Nat
ure
of d
esig
n:
The
rapi
d pa
ce o
f sci
entif
ic d
isco
very
and
new
te
chno
logi
es h
as h
ad a
maj
or im
pact
on
mat
eria
l sc
ienc
e, g
ivin
g de
sign
ers
man
y m
ore
mat
eria
ls
from
whi
ch to
cho
ose
for t
heir
prod
ucts
. The
se n
ew
mat
eria
ls h
ave
give
n sc
ope
for “
smar
t” n
ew p
rodu
cts
or e
nhan
ced
clas
sic
desi
gns.
Cho
osin
g th
e rig
ht
mat
eria
l is
a co
mpl
ex a
nd d
iffic
ult t
ask
with
phy
sica
l, ae
sthe
tic, m
echa
nica
l and
app
ropr
iate
pro
pert
ies
to c
onsi
der.
Envi
ronm
enta
l, m
oral
and
eth
ical
issu
es
surr
ound
ing
choi
ce o
f mat
eria
ls fo
r use
in a
ny p
rodu
ct,
serv
ice
or s
yste
m a
lso
need
to b
e co
nsid
ered
. (2.
1)
Conc
epts
and
pri
ncip
les:
•Ph
ysic
al p
rope
rtie
s: m
ass,
wei
ght,
volu
me,
de
nsity
, ele
ctric
al re
sist
ivity
, the
rmal
co
nduc
tivity
, the
rmal
exp
ansi
on a
nd h
ardn
ess
•M
echa
nica
l pro
pert
ies:
tens
ile a
nd c
ompr
essi
ve
stre
ngth
, stif
fnes
s, to
ughn
ess,
duct
ility
, ela
stic
ity,
plas
ticity
, You
ng’s
mod
ulus
, str
ess a
nd st
rain
•A
esth
etic
cha
ract
eris
tics:
tast
e, s
mel
l, ap
pear
ance
and
text
ure
•Pr
oper
ties
of s
mar
t mat
eria
ls: p
iezo
elec
tric
ity,
shap
e m
emor
y, p
hoto
chro
mic
ity,
mag
neto
-rhe
osta
tic, e
lect
ro-r
heos
tatic
and
th
erm
oele
ctric
ity
Gui
danc
e:
•D
esig
n co
ntex
ts w
here
phy
sica
l pro
pert
ies,
m
echa
nica
l pro
pert
ies
and/
or a
esth
etic
ch
arac
teris
tics
are
impo
rtan
t
•D
esig
n co
ntex
ts w
here
pro
pert
ies
of s
mar
t m
ater
ials
are
exp
loite
d
•U
sing
str
ess/
stra
in g
raph
s an
d m
ater
ial s
elec
tion
char
ts to
iden
tify
appr
opria
te m
ater
ials
Inte
rnat
iona
l-m
inde
dnes
s:
•Sm
art m
ater
ials
are
like
ly to
be
deve
lope
d in
sp
ecifi
c re
gion
s/co
untr
ies
and
thei
r ben
efits
can
be
lim
ited
glob
ally
in th
e sh
ort t
erm
.
Theo
ry o
f kno
wle
dge:
•Th
roug
h sp
ecia
lized
voc
abul
arie
s, is
it th
e ca
se
that
sha
ping
of k
now
ledg
e is
mor
e dr
amat
ic in
so
me
area
s of
kno
wle
dge
than
oth
ers?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 3, 8
and
10
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bi
olog
y to
pic
2
•Ch
emis
try
optio
n A
•Ph
ysic
s to
pic
7
•Vi
sual
art
s
Topic 4: Final production
Design technology guide42
4.1
Prop
erti
es o
f mat
eria
ls
Aim
s:
•A
im 2
: Mat
eria
ls a
re o
ften
dev
elop
ed b
y m
ater
ials
eng
inee
rs to
hav
e sp
ecifi
c pr
oper
ties.
Th
e de
velo
pmen
t of n
ew m
ater
ials
allo
ws
desi
gner
s to
cre
ate
new
pro
duct
s, w
hich
sol
ve
old
prob
lem
s in
new
way
s. F
or e
xam
ple,
the
expl
osio
n of
pla
stic
mat
eria
ls fo
llow
ing
the
seco
nd w
orld
war
ena
bled
pro
duct
s to
be
mad
e w
ithou
t usi
ng v
alua
ble
met
als.
Topic 4: Final production
Design technology guide 43
Esse
ntia
l ide
a: M
ater
ials
are
cla
ssifi
ed in
to s
ix b
asic
gro
ups
base
d on
thei
r diff
eren
t pro
pert
ies.
4.2a
Met
als
and
met
allic
allo
ys
Nat
ure
of d
esig
n:
Typi
cally
har
d an
d sh
iny
with
goo
d el
ectr
ical
and
th
erm
al c
ondu
ctiv
ity, m
etal
s ar
e a
very
use
ful r
esou
rce
for t
he m
anuf
actu
ring
indu
stry
. Mos
t pur
e m
etal
s ar
e ei
ther
too
soft
, brit
tle o
r che
mic
ally
reac
tive
for p
ract
ical
use
and
so
unde
rsta
ndin
g ho
w to
m
anip
ulat
e th
ese
mat
eria
ls is
vita
l to
the
succ
ess
of
any
appl
icat
ion.
(2.2
)
Conc
epts
and
pri
ncip
les:
•Ex
trac
ting
met
al fr
om o
re
•G
rain
siz
e
•M
odify
ing
phys
ical
pro
pert
ies
by a
lloyi
ng, w
ork
hard
enin
g an
d te
mpe
ring
•D
esig
n cr
iteria
for s
uper
allo
ys
•Re
cove
ry a
nd d
ispo
sal o
f met
als
and
met
allic
al
loys
Gui
danc
e:
•A
n ov
ervi
ew o
f the
met
al e
xtra
ctio
n pr
oces
s is
su
ffic
ient
•Su
per a
lloy
desi
gn c
riter
ia in
clud
e cr
eep
and
oxid
atio
n re
sist
ance
•Co
ntex
ts w
here
diff
eren
t met
als
and
met
allic
al
loys
are
use
d
Inte
rnat
iona
l-m
inde
dnes
s:
•Ex
trac
tion
take
s pl
ace
loca
lly w
ith a
dded
val
ue
ofte
n oc
curr
ing
in a
noth
er c
ount
ry.
Theo
ry o
f kno
wle
dge:
•H
ow d
oes
clas
sific
atio
n an
d ca
tego
rizat
ion
help
an
d hi
nder
the
purs
uit o
f kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
and
10
•Ch
emis
try
topi
c 4
and
optio
n A
Aim
s:
•A
im 5
: Des
ign
for d
isas
sem
bly
is a
n im
port
ant
aspe
ct o
f sus
tain
able
des
ign.
Val
uabl
e m
etal
s,
such
as
gold
and
cop
per,
are
bein
g re
cove
red
from
mill
ions
of m
obile
pho
nes
that
hav
e go
ne o
ut o
f use
follo
win
g th
e en
d of
pro
duct
lif
e. S
ome
lapt
ops
and
mob
ile p
hone
s ca
n be
di
sass
embl
ed v
ery
quic
kly
with
out t
ools
to a
llow
m
ater
ials
to b
e re
cove
red
easi
ly.
Topic 4: Final production
Design technology guide44
4.2b
Tim
ber
Nat
ure
of d
esig
n:
Tim
ber i
s a
maj
or b
uild
ing
mat
eria
l tha
t is
rene
wab
le
and
uses
the
Sun’
s en
ergy
to re
new
itse
lf in
a
cont
inuo
us c
ycle
. Whi
le ti
mbe
r man
ufac
ture
use
s le
ss e
nerg
y an
d re
sults
in le
ss a
ir an
d w
ater
pol
lutio
n th
an s
teel
or c
oncr
ete,
con
side
ratio
n ne
eds
to b
e gi
ven
to d
efor
esta
tion
and
the
pote
ntia
l neg
ativ
e en
viro
nmen
tal i
mpa
ct th
e us
e of
tim
ber c
an h
ave
on
com
mun
ities
and
wild
life.
(3.6
)
Conc
epts
and
pri
ncip
les:
•Ch
arac
teris
tics
of n
atur
al ti
mbe
r: ha
rdw
ood
and
soft
woo
d
•Ch
arac
teris
tics
of m
an-m
ade
timbe
rs
•Tr
eatin
g an
d fin
ishi
ng ti
mbe
rs
•Re
cove
ry a
nd d
ispo
sal o
f tim
bers
Gui
danc
e:
•Ch
arac
teris
tics
incl
ude
tens
ile s
tren
gth,
re
sist
ance
to d
amp
envi
ronm
ents
, lon
gevi
ty,
aest
hetic
pro
pert
ies
•D
esig
n co
ntex
ts in
whi
ch d
iffer
ent t
imbe
rs
wou
ld b
e us
ed
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e de
man
d fo
r hig
h-qu
ality
har
dwoo
ds re
sults
in
the
depl
etio
n of
anc
ient
fore
sts
in s
ome
regi
ons/
coun
trie
s im
pact
ing
on th
e en
viro
nmen
t in
mul
tiple
way
s.
Theo
ry o
f kno
wle
dge:
•D
esig
ners
are
mov
ing
from
exp
loita
tion
of re
sour
ces
tow
ards
con
serv
atio
n an
d su
stai
nabi
lity.
Is th
e en
viro
nmen
t at t
he s
ervi
ce
of m
an?
Util
izat
ion:
•D
esig
n te
chno
logy
topi
cs 2
and
10
Aim
s:
•A
im 9
: Des
igne
rs h
ave
grea
t inf
luen
ce o
ver t
he
mat
eria
ls th
at th
ey s
peci
fy fo
r pro
duct
s. T
he
mov
e to
war
ds u
sing
tim
ber f
rom
sus
tain
ably
m
anag
ed fo
rest
ry g
ives
con
sum
ers
conf
iden
ce
that
rare
spe
cies
foun
d in
rain
fore
sts
have
an
oppo
rtun
ity to
reco
ver.
Topic 4: Final production
Design technology guide 45
4.2c
Gla
ss
Nat
ure
of d
esig
n:
The
rapi
d pa
ce o
f tec
hnol
ogic
al d
isco
verie
s is
ve
ry e
vide
nt in
the
man
ufac
ture
and
use
of g
lass
in
ele
ctro
nic
devi
ces.
Diff
eren
t pro
pert
ies
have
be
en p
rese
nted
in g
lass
for a
esth
etic
or s
afet
y co
nsid
erat
ions
for m
any
year
s bu
t the
futu
re o
f gla
ss
seem
s to
be
inte
ract
ivity
alo
ngsi
de e
lect
roni
c sy
stem
s.
The
stru
ctur
e of
gla
ss is
not
wel
l und
erst
ood,
but
as
mor
e is
lear
ned,
its
use
is b
ecom
ing
incr
easi
ngly
pr
omin
ent i
n bu
ildin
g m
ater
ials
and
str
uctu
ral
appl
icat
ions
. (2.
2)
Conc
epts
and
pri
ncip
les:
•Ch
arac
teris
tics
of g
lass
•A
pplic
atio
ns o
f gla
ss
•Re
cove
ry a
nd d
ispo
sal o
f gla
ss
Gui
danc
e:
•Ch
arac
teris
tics
incl
ude
tran
spar
ency
, col
our a
nd
stre
ngth
•D
esig
n co
ntex
ts in
whi
ch d
iffer
ent t
ypes
of g
lass
ar
e us
ed
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
and
10
•Ch
emis
try
optio
n A
Aim
s:
•A
im 6
: The
ear
liest
foun
d ex
ampl
es o
f gla
ss
obje
cts
com
e fr
om th
e th
ird m
illen
nium
BCE
, an
d up
unt
il th
e 18
50s
glas
s w
as c
onsi
dere
d a
luxu
ry it
em. S
ince
then
, gla
ss h
as p
erm
eate
d an
d re
volu
tioni
zed
man
y as
pect
s of
hum
an li
fe
and
cultu
re in
div
erse
fiel
ds s
uch
as th
e ar
ts,
arch
itect
ure,
ele
ctro
nics
and
com
mun
icat
ion
tech
nolo
gies
.
Topic 4: Final production
Design technology guide46
4.2d
Pla
stic
s
Nat
ure
of d
esig
n:
Mos
t pla
stic
s ar
e pr
oduc
ed fr
om p
etro
chem
ical
s.
Mot
ivat
ed b
y th
e fin
itene
ss o
f oil
rese
rves
and
thre
at
of g
loba
l war
min
g, b
io-p
last
ics
are
bein
g de
velo
ped.
Th
ese
plas
tics
degr
ade
upon
exp
osur
e to
sun
light
, w
ater
or d
ampn
ess,
bac
teria
, enz
ymes
, win
d er
osio
n an
d in
som
e ca
ses
pest
or i
nsec
t att
ack,
but
in m
ost
case
s th
is d
oes
not l
ead
to fu
ll br
eakd
own
of th
e pl
astic
. Whe
n se
lect
ing
mat
eria
ls, d
esig
ners
mus
t co
nsid
er th
e m
oral
, eth
ical
and
env
ironm
enta
l im
plic
atio
ns o
f the
ir de
cisi
ons.
(3.6
)
Conc
epts
and
pri
ncip
les:
•Ra
w m
ater
ials
for p
last
ics
•St
ruct
ure
of th
erm
opla
stic
s
•St
ruct
ure
of th
erm
oset
ting
plas
tics
•Te
mpe
ratu
re a
nd re
cycl
ing
ther
mop
last
ics
•Re
cove
ry a
nd d
ispo
sal o
f pla
stic
s
Gui
danc
e:
•Pr
oper
ties
of P
P, P
E, H
IPS,
ABS
, PET
and
PVC
•Pr
oper
ties
of p
olyu
reth
ane,
ure
a-fo
rmal
dehy
de,
mel
amin
e re
sin
and
epox
y re
sin
•D
esig
n co
ntex
ts in
whi
ch d
iffer
ent t
ypes
of
plas
tics
are
used
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ra
w m
ater
ial f
or p
last
ics
(mai
nly
oil)
is
extr
acte
d in
a c
ount
ry, e
xpor
ted
to o
ther
co
untr
ies
whe
re c
onve
rsio
n to
pla
stic
s ta
kes
plac
e an
d th
ese
are
re-e
xpor
ted
at c
onsi
dera
ble
adde
d va
lue.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
and
10
•Ch
emis
try
optio
n A
Aim
s:
•A
im 3
: Ear
ly p
last
ics
used
from
160
0 BC
E th
roug
h to
190
0 CE
wer
e ru
bber
bas
ed.
Prom
pted
by
the
need
for n
ew m
ater
ials
fo
llow
ing
the
first
wor
ld w
ar, t
he in
vent
ion
of
Bake
lite
and
poly
ethy
lene
in th
e fir
st h
alf o
f th
e 20
th c
entu
ry s
park
ed a
mas
sive
gro
wth
of
plas
tic m
ater
ials
and
as
we
iden
tify
the
need
for
new
mat
eria
ls w
ith p
artic
ular
pro
pert
ies,
the
deve
lopm
ent o
f new
pla
stic
s co
ntin
ues.
Topic 4: Final production
Design technology guide 47
4.2e
Tex
tile
s
Nat
ure
of d
esig
n:
The
cont
inui
ng e
volu
tion
of th
e te
xtile
s in
dust
ry
prov
ides
a w
ide
spre
ad o
f app
licat
ions
from
hig
h-pe
rfor
man
ce te
chni
cal t
extil
es to
the
mor
e tr
aditi
onal
cl
othi
ng m
arke
t. M
ore
rece
nt d
evel
opm
ents
in th
is
indu
stry
requ
ire d
esig
ners
to c
ombi
ne tr
aditi
onal
te
xtile
sci
ence
and
new
tech
nolo
gies
lead
ing
to
exci
ting
appl
icat
ions
in s
mar
t tex
tiles
, spo
rtsw
ear,
aero
spac
e an
d ot
her p
oten
tial a
reas
. (2.
2)
Conc
epts
and
pri
ncip
les:
•Ra
w m
ater
ials
for t
extil
es
•Pr
oper
ties
of n
atur
al fi
bres
•Pr
oper
ties
of s
ynth
etic
fibr
es
•Co
nver
sion
of f
ibre
s to
yar
ns
•Co
nver
sion
of y
arns
into
fabr
ics:
wea
ving
, kn
ittin
g, la
cem
akin
g, a
nd fe
lting
•Re
cove
ry a
nd d
ispo
sal o
f tex
tiles
Gui
danc
e:
•Pr
oper
ties
of w
ool,
cott
on a
nd s
ilk
•Pr
oper
ties
of n
ylon
, pol
yest
er a
nd L
ycra
®
•Co
nsid
er a
bsor
benc
y, s
tren
gth,
ela
stic
ity a
nd th
e ef
fect
of t
empe
ratu
re
•D
esig
n co
ntex
ts in
whi
ch d
iffer
ent t
ypes
of
text
iles
are
used
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ec
onom
ics
and
polit
ics
of th
e pr
oduc
tion
and
sale
of c
loth
ing
by m
ultin
atio
nals
can
be
a m
ajor
eth
ical
issu
e fo
r con
sum
ers
and
the
wor
kfor
ce.
Theo
ry o
f kno
wle
dge:
•D
esig
ners
use
nat
ural
and
man
-mad
e pr
oduc
ts.
Do
som
e ar
eas
of k
now
ledg
e se
e an
intr
insi
c di
ffer
ence
bet
wee
n th
ese?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
and
10
Aim
s:
•A
im 5
: The
re a
re m
any
ethi
cal c
onsi
dera
tions
at
tach
ed to
the
prod
uctio
n of
nat
ural
fibr
es. T
he
stro
nges
t nat
ural
silk
kno
wn
to m
an is
har
vest
ed
from
silk
spi
ders
and
not
orio
usly
diff
icul
t to
obta
in, a
nd la
bour
inte
nsiv
e. In
an
effo
rt to
pr
oduc
e hi
gher
yie
lds,
sci
entis
ts h
ave
alte
red
the
geno
me
of g
oats
so
that
they
pro
duce
the
sam
e si
lk p
rote
ins
in th
eir m
ilk.
Topic 4: Final production
Design technology guide48
4.2f
Com
posi
tes
Nat
ure
of d
esig
n:
Com
posi
tes
are
an im
port
ant m
ater
ial i
n an
inte
nsel
y co
mpe
titiv
e gl
obal
mar
ket.
New
mat
eria
ls a
nd
tech
nolo
gies
are
bei
ng p
rodu
ced
freq
uent
ly fo
r th
e de
sign
and
rapi
d m
anuf
actu
re o
f hig
h-qu
ality
co
mpo
site
pro
duct
s. C
ompo
site
s ar
e re
plac
ing
mor
e tr
aditi
onal
mat
eria
ls a
s th
ey c
an b
e cr
eate
d w
ith
prop
ertie
s sp
ecifi
cally
des
igne
d fo
r the
inte
nded
ap
plic
atio
n. C
arbo
n fib
re h
as p
laye
d an
impo
rtan
t par
t in
wei
ght r
educ
tion
for v
ehic
les
and
airc
raft
. (2.
2)
Conc
epts
and
pri
ncip
les:
•Fo
rm: f
ibre
s/sh
eet/
part
icle
s an
d m
atrix
•Pr
oces
s: w
eavi
ng, m
ould
ing,
pul
trus
ion
and
lam
inat
ion
•Co
mpo
sitio
n an
d st
ruct
ure
of c
ompo
site
s: co
ncre
te, e
ngin
eere
d w
ood,
ply
woo
d,
part
icle
boar
d, fi
breg
lass
, Kev
lar®
, car
bon-
rein
forc
ed p
last
ic, l
amin
ated
ven
eer l
umbe
r (L
VL)
Gui
danc
e:
•Fi
bres
/she
ets/
part
icle
s: te
xtile
s, g
lass
, pla
stic
s an
d ca
rbon
•M
atrix
: the
rmop
last
ics,
ther
mos
ettin
g pl
astic
s,
cera
mic
s, m
etal
s
•A
dvan
tage
s an
d di
sadv
anta
ges
of c
ompo
site
m
ater
ials
•D
esig
n co
ntex
ts in
whi
ch d
iffer
ent t
ypes
of
com
posi
te m
ater
ials
are
use
d
Inte
rnat
iona
l-m
inde
dnes
s:
•M
any
com
posi
te m
ater
ials
are
exp
ensi
ve to
pr
oduc
e an
d th
eir d
isse
min
atio
n gl
obal
ly is
lim
ited.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 5 a
nd 1
0
•Ch
emis
try
optio
n A
Aim
s:
•A
im 1
: As
desi
gner
s de
velo
p ne
w p
rodu
cts,
th
ey s
houl
d al
way
s be
aw
are
of th
e m
ater
ials
av
aila
ble.
In a
n ef
fort
to in
crea
se p
rodu
ctiv
ity
and
lose
wei
ght,
carb
on fi
bre
part
s ar
e of
ten
glue
d to
geth
er. T
he u
se o
f an
epox
y ad
hesi
ve
rath
er th
an tr
aditi
onal
fast
enin
g m
etho
ds a
llow
s m
anuf
actu
rers
to c
reat
e co
mpl
ex s
hape
s qu
ickl
y an
d ea
sily
. The
se m
ater
ials
and
met
hods
are
be
ing
tran
sfer
red
to c
onsu
mer
pro
duct
s.
Topic 4: Final production
Design technology guide 49
Esse
ntia
l ide
a: T
he s
cale
of p
rodu
ctio
n de
pend
s on
the
num
ber o
f pro
duct
s re
quire
d.
4.3
Scal
es o
f pro
duct
ion
Nat
ure
of d
esig
n:
Dec
isio
ns o
n sc
ale
of p
rodu
ctio
n ar
e in
fluen
ced
by
the
volu
me
or q
uant
ities
requ
ired,
type
s of
mat
eria
ls
used
to m
ake
the
prod
ucts
and
the
type
of p
rodu
ct
bein
g m
anuf
actu
red.
The
re a
re a
lso
cons
ider
atio
ns o
f st
affin
g, re
sour
ces
and
finan
ce. (
1.15
)
Conc
epts
and
pri
ncip
les:
•O
ne-o
ff, b
atch
pro
duct
ion
and
cont
inuo
us fl
ow
•M
ass
cust
omiz
atio
n
Gui
danc
e:
•Se
lect
ing
an a
ppro
pria
te s
cale
of p
rodu
ctio
n
•A
dvan
tage
s an
d di
sadv
anta
ges
of d
iffer
ent
scal
es o
f pro
duct
ion
Inte
rnat
iona
l-m
inde
dnes
s:
•M
ass
cust
omiz
atio
n en
able
s gl
obal
pro
duct
s to
be
com
e in
divi
dual
item
s.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 3
and
10
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 5
Aim
s:
•A
im 9
: The
gro
win
g ph
enom
enon
of m
ass
cust
omiz
atio
n br
ings
con
sum
ers
into
the
desi
gn
proc
ess,
allo
win
g th
em to
mak
e ch
oice
s th
at
mak
e a
prod
uct u
niqu
e, to
mak
e it
thei
r ow
n.
Com
pani
es h
ave
deve
lope
d “d
esig
n st
atio
ns” i
n th
eir r
etai
l sto
res
whe
re c
onsu
mer
s ca
n cr
eate
vi
rtua
l 3D
mod
els,
“try
them
out
” usi
ng d
igita
l te
chno
logy
and
pla
ce th
eir o
rder
.
Topic 4: Final production
Design technology guide50
Esse
ntia
l ide
a: D
iffer
ent m
anuf
actu
ring
proc
esse
s ha
ve b
een
deve
lope
d to
inno
vate
exi
stin
g pr
oduc
ts a
nd c
reat
e ne
w p
rodu
cts.
4.4
Man
ufac
turi
ng p
roce
sses
Nat
ure
of d
esig
n:
Des
igne
rs s
omet
imes
eng
inee
r pro
duct
s in
suc
h a
way
that
they
are
eas
y to
man
ufac
ture
. Des
ign
for
man
ufac
ture
(DfM
) exi
sts
in a
lmos
t all
engi
neer
ing
disc
iplin
es, b
ut d
iffer
s gr
eatly
dep
endi
ng o
n th
e m
anuf
actu
ring
tech
nolo
gies
use
d. T
his
prac
tice
not o
nly
focu
ses
on th
e de
sign
of a
pro
duct
’s co
mpo
nent
s, b
ut a
lso
on q
ualit
y co
ntro
l and
as
sura
nce.
(1.11
)
Conc
epts
and
pri
ncip
les:
•A
dditi
ve te
chni
ques
: pap
er-b
ased
rapi
d pr
otot
ypin
g, la
min
ated
obj
ect m
anuf
actu
re
(LO
M),
ster
eolit
hogr
aphy
•W
astin
g/su
btra
ctiv
e te
chni
ques
: cut
ting,
m
achi
ning
, tur
ning
and
abr
adin
g
•Sh
apin
g te
chni
ques
: mou
ldin
g, th
erm
ofor
min
g,
lam
inat
ing,
cas
ting,
kni
ttin
g, w
eavi
ng
•Jo
inin
g te
chni
ques
: per
man
ent a
nd te
mpo
rary
, fa
sten
ing,
adh
erin
g, fu
sing
Gui
danc
e:
•Se
lect
ing
appr
opria
te m
anuf
actu
ring
tech
niqu
es
base
d on
mat
eria
l cha
ract
eris
tics
(form
, mel
ting/
soft
enin
g po
int),
cos
t, ca
pabi
lity,
sca
le o
f pr
oduc
tion,
des
ired
prop
ertie
s
•A
dvan
tage
s an
d di
sadv
anta
ges
of d
iffer
ent
tech
niqu
es
•D
esig
n co
ntex
ts w
here
diff
eren
t man
ufac
turin
g pr
oces
ses
are
used
Inte
rnat
iona
l-m
inde
dnes
s:
•M
ore
expe
nsiv
e m
oder
n pr
oces
ses
tend
to ta
ke
plac
e in
tech
nolo
gica
lly a
dvan
ced
regi
ons/
coun
trie
s.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 3 a
nd 1
0
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 8
: Adv
ance
men
ts in
3D
prin
ting
have
re
sulte
d in
the
abili
ty to
hav
e a
3D p
rinte
r at
hom
e. C
onsu
mer
s ca
n do
wnl
oad
plan
s fo
r pr
oduc
ts fr
om th
e in
tern
et a
nd p
rint t
hese
pr
oduc
ts th
emse
lves
.
Topic 4: Final production
Design technology guide 51
Esse
ntia
l ide
a: T
he d
evel
opm
ent o
f inc
reas
ingl
y so
phis
ticat
ed p
rodu
ctio
n sy
stem
s is
tran
sfor
min
g th
e w
ay p
rodu
cts
are
mad
e.
4.5
Prod
ucti
on s
yste
ms
Nat
ure
of d
esig
n:
As
a bu
sine
ss g
row
s in
siz
e an
d pr
oduc
es m
ore
units
of o
utpu
t, th
en it
will
aim
to e
xper
ienc
e fa
lling
av
erag
e co
sts
of p
rodu
ctio
n—ec
onom
ies
of s
cale
. Th
e bu
sine
ss is
bec
omin
g m
ore
effic
ient
in it
s us
e of
in
puts
to p
rodu
ce a
giv
en le
vel o
f out
put.
Des
igne
rs
shou
ld in
corp
orat
e in
tern
al a
nd e
xter
nal e
cono
mie
s of
sc
ale
whe
n co
nsid
erin
g di
ffer
ent p
rodu
ctio
n m
etho
ds
and
syst
ems
for m
anuf
actu
re. (
1.11
)
Conc
epts
and
pri
ncip
les:
•Cr
aft p
rodu
ctio
n
•M
echa
nize
d pr
oduc
tion
•Au
tom
ated
pro
duct
ion
•A
ssem
bly
line
prod
uctio
n
•M
ass
prod
uctio
n
•M
ass
cust
omiz
atio
n
•Co
mpu
ter n
umer
ical
con
trol
(CN
C)
•Pr
oduc
tion
syst
em s
elec
tion
crite
ria
•D
esig
n fo
r man
ufac
ture
(DfM
): de
sign
for
mat
eria
ls, d
esig
n fo
r pro
cess
, des
ign
for
asse
mbl
y, d
esig
n fo
r dis
asse
mbl
y
•A
dapt
ing
desi
gns
for D
fM
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of d
iffer
ent
prod
uctio
n sy
stem
s
•Im
pact
of d
iffer
ent p
rodu
ctio
n sy
stem
s on
the
wor
kfor
ce a
nd e
nviro
nmen
t
•Pr
oduc
tion
syst
em s
elec
tion
crite
ria in
clud
e tim
e, la
bour
, ski
lls a
nd tr
aini
ng, h
ealth
and
sa
fety
, cos
t, ty
pe o
f pro
duct
, mai
nten
ance
, im
pact
on
the
envi
ronm
ent a
nd q
ualit
y m
anag
emen
t
•D
esig
n co
ntex
ts w
here
diff
eren
t pro
duct
ion
syst
ems
are
used
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ge
ogra
phic
al d
istr
ibut
ion
of d
iffer
ent
mod
es o
f pro
duct
ion
is a
n ec
onom
ic a
nd
polit
ical
issu
e.
Theo
ry o
f kno
wle
dge:
•Th
e in
crea
sed
depe
nden
cy o
n au
tom
atio
n an
d ro
bots
has
aff
ecte
d cr
afts
man
ship
. How
ha
s te
chno
logy
aff
ecte
d tr
aditi
onal
way
s of
kn
owin
g?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 3, 6
and
10
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Ec
onom
ics
Aim
s:
•A
im 7
: The
des
ign
of a
pro
duct
ion
syst
em
requ
ires
a co
mpl
ete
unde
rsta
ndin
g of
a p
rodu
ct,
its fu
nctio
n an
d th
e qu
ality
of f
inis
h. E
ach
syst
em
can
be u
niqu
e an
d sp
ecifi
c to
the
prod
uct i
t is
crea
ting,
oft
en re
quiri
ng th
e de
sign
ers
to a
dapt
th
eir d
esig
n to
be
man
ufac
ture
d us
ing
cert
ain
met
hods
.
Topic 4: Final production
Design technology guide52
Esse
ntia
l ide
a: T
he d
evel
opm
ent o
f inc
reas
ingl
y so
phis
ticat
ed ro
botic
man
ufac
turin
g sy
stem
s is
tran
sfor
min
g th
e w
ay p
rodu
cts
are
mad
e.
4.6
Robo
ts in
aut
omat
ed p
rodu
ctio
n
Nat
ure
of d
esig
n:
Des
igne
rs s
houl
d co
nsid
er th
e be
nefit
s of
incr
ease
d ef
ficie
ncy
and
cons
iste
ncy
whe
n us
ing
robo
ts in
pr
oduc
tion
and
be a
ble
to e
xplo
re th
e la
test
adv
ance
s in
tech
nolo
gy to
ens
ure
the
optim
um m
anuf
actu
ring
proc
ess
is u
sed.
How
ever
, a g
ood
desi
gner
will
als
o un
ders
tand
thei
r res
pons
ibili
ty to
con
side
r the
mor
al
and
ethi
cal i
ssue
s su
rrou
ndin
g in
crea
sed
use
of
auto
mat
ion,
and
the
hist
oric
al im
pact
of l
ost j
obs.
(2.5
)
Conc
epts
and
pri
ncip
les:
•Pr
imar
y ch
arac
teris
tics
of ro
bots
: wor
k en
velo
pe
and
load
cap
acity
•Si
ngle
-tas
k ro
bots
•M
ulti-
task
robo
ts
•Te
ams
of ro
bots
•M
achi
ne to
mac
hine
(M2M
)
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
robo
tic
syst
ems
in p
rodu
ctio
n
•Co
nsid
er fi
rst,
seco
nd, a
nd th
ird g
ener
atio
n ro
bots
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e us
e of
robo
ts in
aut
omat
ed p
rodu
ctio
n ca
n de
pend
on
the
loca
l cos
t of m
anua
l lab
our.
Theo
ry o
f kno
wle
dge:
•Te
chno
logy
in th
e fo
rm o
f rob
ots
curr
ently
se
rves
man
. Is
man
’s pl
ace
secu
re?
Will
the
natu
re o
f man
cha
nge
due
to te
chno
logi
cal
enha
ncem
ent?
Will
he
be s
uper
sede
d al
toge
ther
by
tech
nolo
gica
l dev
elop
men
ts?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 8 a
nd 1
0
Aim
s:
•A
im 8
: The
intr
oduc
tion
of ro
bots
to a
n as
sem
bly
line
has
had
a m
ajor
impa
ct o
n th
e la
bour
forc
e, o
ften
mak
ing
skill
ed w
orke
rs
redu
ndan
t in
favo
ur o
f a te
chni
cian
who
can
m
aint
ain
and
equi
p a
larg
e nu
mbe
r of r
obot
s.
53Design technology guide 5353
Sylla
bus
core
Topi
c 5:
Inno
vatio
n an
d de
sign
13
hou
rs
Esse
ntia
l ide
a: T
he p
rote
ctio
n of
a n
ovel
idea
of h
ow to
sol
ve a
pro
blem
is a
maj
or fa
ctor
in c
omm
erci
al d
esig
n.
5.1
Inve
ntio
n
Nat
ure
of d
esig
n:
Inve
ntio
n by
lone
inve
ntor
s or
in c
olla
bora
tive,
cr
eativ
e te
ams
is a
t the
fore
fron
t of d
esig
n. D
esig
ners
m
ust n
ot o
nly
be c
reat
ive
and
inno
vativ
e, b
ut a
lso
unde
rsta
nd th
e co
ncep
ts th
at w
ill m
ake
a ne
w
prod
uct v
iabl
e. A
des
igne
r mus
t use
imag
inat
ion
and
be fi
rmly
gro
unde
d in
fact
ual a
nd p
roce
dura
l kn
owle
dge
whi
le re
mem
berin
g th
e ne
eds
and
limita
tions
of t
he e
nd u
ser.
(2.3
, 2.4
)
Conc
epts
and
pri
ncip
les:
•D
river
s fo
r inv
entio
n
•Th
e lo
ne in
vent
or
•In
telle
ctua
l pro
pert
y (IP
)
•St
rate
gies
for p
rote
ctin
g IP
: pat
ents
, tra
dem
arks
, de
sign
pro
tect
ion,
cop
yrig
ht.
•Fi
rst t
o m
arke
t
•Sh
elve
d te
chno
logi
es
Gui
danc
e:
•D
river
s fo
r inv
entio
n in
clud
e pe
rson
al
mot
ivat
ion
to e
xpre
ss c
reat
ivity
/for
per
sona
l in
tere
st, s
cien
tific
or t
echn
ical
cur
iosi
ty,
cons
truc
tive
disc
onte
nt, d
esire
to m
ake
mon
ey,
desi
re to
hel
p ot
hers
•Th
e ad
vant
ages
and
dis
adva
ntag
es o
f bei
ng a
lo
ne in
vent
or
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ro
le o
f int
elle
ctua
l pro
pert
y an
d pa
tent
s in
st
iflin
g or
pro
mot
ing
inve
ntio
ns g
loba
lly n
eeds
to
be
cons
ider
ed, e
spec
ially
with
rega
rd to
the
ineq
ualit
ies
betw
een
coun
trie
s.
Theo
ry o
f kno
wle
dge:
•W
hat i
s th
e ro
le o
f im
agin
atio
n in
inve
ntio
n? A
re
ther
e lim
its to
wha
t can
be
imag
ined
?
•So
met
imes
ther
e ar
e un
fore
seen
con
sequ
ence
s of
inve
ntio
ns. T
o w
hat e
xten
t mig
ht la
ck o
f kn
owle
dge
be a
n ex
cuse
for u
neth
ical
con
duct
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 3, 4
, 6, 7
, 9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Topic 5: Innovation and design
Design technology guide54
5.1
Inve
ntio
n
•Be
nefit
s of
IP in
clud
e di
ffer
entia
ting
a bu
sine
ss
from
com
petit
ors,
sel
ling
or li
cens
ing
to p
rovi
de
reve
nue
stre
ams,
off
erin
g cu
stom
ers
som
ethi
ng
new
and
diff
eren
t, m
arke
ting/
bran
ding
, its
val
ue
as a
n as
set
•IP
sym
bols
and
thei
r app
licat
ion
to p
rodu
cts
and
serv
ices
: pat
ent p
endi
ng, ™
, ®, ©
, SM
•Th
e ef
fect
iven
ess
of s
trat
egie
s fo
r pro
tect
ing
IP
•Re
ason
s w
hy s
ome
inno
vato
rs d
ecid
e no
t to
prot
ect t
heir
IP a
nd a
ltern
ativ
e st
rate
gies
to
ensu
re s
ucce
ss
•Re
ason
s w
hy s
ome
pate
nted
inve
ntio
ns a
re
shel
ved
Aim
s:
•A
im 1
: Inv
entio
ns a
re o
ften
the
resu
lt of
an
indi
vidu
al o
r gro
up’s
curio
sity
abo
ut w
heth
er
som
ethi
ng c
an b
e do
ne o
r a p
robl
em c
an b
e so
lved
. On
occa
sion
, inv
entio
ns a
re th
e re
sult
of
an in
divi
dual
’s cu
riosi
ty a
bout
som
ethi
ng o
ther
th
an th
e pr
oduc
t tha
t the
y fin
ally
dev
elop
. The
se
inve
ntio
ns in
clud
e m
icro
wav
e ov
ens,
ink-
jet
prin
ters
and
Pos
t-it®
not
es.
Topic 5: Innovation and design
Design technology guide 55
Esse
ntia
l ide
a: T
here
are
man
y di
ffer
ent t
ypes
of i
nnov
atio
n.
5.2
Inno
vati
on
Nat
ure
of d
esig
n:
Des
igne
rs w
ill b
e su
cces
sful
in th
e m
arke
tpla
ce w
hen
they
sol
ve lo
ng-s
tand
ing
prob
lem
s, im
prov
e on
ex
istin
g so
lutio
ns o
r fin
d a
“pro
duct
gap
”. Th
e co
nsta
nt
eval
uatio
n an
d re
deve
lopm
ent o
f pro
duct
s is
key
, w
ith u
nbia
sed
anal
ysis
of c
onsu
mer
s an
d co
mm
erci
al
oppo
rtun
ities
. (1.
1)
Conc
epts
and
pri
ncip
les:
•In
vent
ion
and
inno
vatio
n
•Ca
tego
ries
of in
nova
tion:
sus
tain
ing
inno
vatio
n,
disr
uptiv
e in
nova
tion,
pro
cess
inno
vatio
n
•In
nova
tion
stra
tegi
es fo
r des
ign:
arc
hite
ctur
al
inno
vatio
n, m
odul
ar in
nova
tion,
con
figur
atio
nal
inno
vatio
n
•In
nova
tion
stra
tegi
es fo
r mar
kets
: diff
usio
n an
d su
ppre
ssio
n
Gui
danc
e:
•Re
ason
s w
hy fe
w in
vent
ions
bec
ome
inno
vatio
ns
•Ex
ampl
es o
f pro
duct
s w
ithin
the
cate
gorie
s of
in
nova
tion
•Ex
ampl
es w
here
inno
vatio
n st
rate
gies
hav
e be
en u
sed
for p
rodu
cts
Inte
rnat
iona
l-m
inde
dnes
s:
•In
nova
tions
may
hav
e po
sitiv
e co
nseq
uenc
es
in s
ome
coun
trie
s/re
gion
s an
d ne
gativ
e on
es
in o
ther
s.
Theo
ry o
f kno
wle
dge:
•D
esig
n is
alw
ays
look
ing
to th
e fu
ture
and
new
de
velo
pmen
t. D
o ot
her a
reas
of k
now
ledg
e ha
ve u
nive
rsal
, tim
eles
s tr
uths
or a
re th
ey
cont
inua
lly in
flux
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 3
, 8, 9
, 10
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 5
Aim
s:
•A
im 4
: In
orde
r for
an
inve
ntio
n to
bec
ome
an
inno
vatio
n, th
e id
ea o
f the
pro
duct
nee
ds to
be
effe
ctiv
ely
com
mun
icat
ed. T
he c
omm
unic
atio
n ca
n ta
ke m
any
form
s an
d be
bet
wee
n m
any
stak
ehol
ders
.
Topic 5: Innovation and design
Design technology guide56
Esse
ntia
l ide
a: D
esig
ners
hav
e a
rang
e of
str
ateg
ies
for i
nnov
atio
n.
5.3
Stra
tegi
es fo
r inn
ovat
ion
Nat
ure
of d
esig
n:
Com
pani
es e
ncou
rage
adv
ance
men
ts in
tech
nolo
gy
and
serv
ices
, usu
ally
by
inve
stin
g in
rese
arch
and
de
velo
pmen
t (R&
D) a
ctiv
ities
. Eve
n th
ough
the
R&D
m
ay b
e ca
rrie
d ou
t by
a ra
nge
of d
iffer
ent e
xper
ts
from
var
ied
field
s of
rese
arch
, the
dev
elop
men
t pr
oces
s is
oft
en b
ased
on
com
mon
prin
cipl
es a
nd
stra
tegi
es to
iden
tify
the
dire
ctio
n of
dev
elop
men
t. Th
is m
etho
dolo
gy s
truc
ture
s th
e R&
D o
f new
te
chno
logi
es a
nd s
ervi
ces.
(1.7
)
Conc
epts
and
pri
ncip
les:
•A
ct o
f ins
ight
•A
dapt
atio
n
•Te
chno
logy
tran
sfer
•A
nalo
gy
•Ch
ance
•Te
chno
logy
pus
h
•M
arke
t pul
l
Gui
danc
e:
•D
esig
n co
ntex
ts w
here
eac
h st
rate
gy h
as b
een
appl
ied
Theo
ry o
f kno
wle
dge:
•D
esig
n is
con
tinua
lly c
hang
ing
due
to it
s op
enne
ss to
new
idea
s. D
o ot
her a
reas
of
know
ledg
e re
cogn
ize
new
influ
ence
s to
the
sam
e ex
tent
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 3
, 7, 8
and
9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 6
: Inn
ovat
ion
shou
ld a
lway
s oc
cur i
n co
ntex
t and
a d
eep
unde
rsta
ndin
g of
the
cultu
re
as w
ell a
s th
e be
havi
ours
, nee
ds a
nd w
ants
of
the
cons
umer
is re
quire
d.
Topic 5: Innovation and design
Design technology guide 57
Esse
ntia
l ide
a: T
here
are
thre
e ke
y ro
les
in in
vent
ion
and
inno
vatio
n, w
hich
can
be
shar
ed b
y on
e or
mor
e pe
ople
.
5.4
Stak
ehol
ders
in in
vent
ion
and
inno
vati
on
Nat
ure
of d
esig
n:
Colla
bora
tive
gene
ratio
n of
kno
wle
dge
and
high
ef
ficie
ncy
info
rmat
ion
flow
allo
w fo
r div
ersi
ty, i
ncre
ased
re
silie
nce,
relia
bilit
y an
d st
abili
ty w
ithin
an
orga
niza
tion.
Th
roug
h pa
rtic
ipat
ory
rese
arch
, sta
keho
lder
s can
mak
e fu
ll us
e of
the
resu
lting
inno
vatio
n an
d in
vent
ion,
by
tran
sfer
ring
findi
ngs r
elev
ant t
o th
e se
ctor
in w
hich
th
ey a
re p
ositi
oned
. A d
esig
ner’s
incr
ease
d aw
aren
ess
thro
ugh
shar
ed in
dust
ry k
now
ledg
e en
hanc
es
prof
itabi
lity
and
polic
y. (1
.17)
Conc
epts
and
pri
ncip
les:
•Th
e in
vent
or, t
he p
rodu
ct c
ham
pion
, the
en
trep
rene
ur
•Th
e in
vent
or a
s a
prod
uct c
ham
pion
and
/or
entr
epre
neur
•A
mul
tidis
cipl
inar
y ap
proa
ch to
inno
vatio
n
Gui
danc
e:
•Ro
les
of th
e pr
oduc
t cha
mpi
on a
nd
entr
epre
neur
in th
e in
nova
tion
of p
rodu
cts
and
syst
ems
•Re
ason
s w
hy in
vent
ors
ofte
n ta
ke th
e ro
le o
f pr
oduc
t cha
mpi
on a
nd/o
r ent
repr
eneu
r
•Th
e ad
vant
ages
and
dis
adva
ntag
es o
f m
ultid
isci
plin
ary
team
s
Theo
ry o
f kno
wle
dge:
•D
esig
n fa
vour
s co
llect
ive
wis
dom
. Do
othe
r ar
eas
of k
now
ledg
e va
lue
colla
bora
tive
thin
king
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 6
, 7 a
nd 9
Aim
s:
•A
im 7
: On
occa
sion
, the
inve
ntor
nee
ds to
act
as
bot
h en
trep
rene
ur a
nd p
rodu
ct c
ham
pion
. Th
e ad
optio
n of
thes
e ad
ditio
nal r
oles
requ
ires
a si
gnifi
cant
am
ount
of l
earn
ing
to ta
ke a
n id
ea
from
the
min
d, re
aliz
e it
and
then
diff
use
it su
cces
sful
ly in
to th
e m
arke
tpla
ce.
Topic 5: Innovation and design
Design technology guide58
Esse
ntia
l ide
a: T
here
are
sev
eral
key
sta
ges
in th
e pr
oduc
t life
cyc
le.
5.5
Prod
uct l
ife
cycl
e
Nat
ure
of d
esig
n:
Des
igne
rs n
eed
to c
onsi
der t
he w
hole
pro
duct
cy
cle
of p
oten
tial p
rodu
cts,
ser
vice
s an
d sy
stem
s th
roug
hout
the
desi
gn c
ycle
and
bey
ond.
Pro
duct
s m
ay h
ave
an im
pact
not
onl
y on
the
dire
ct c
onsu
mer
bu
t als
o on
soc
iety
at l
arge
and
the
envi
ronm
ent.
(1.1
6)
Conc
epts
and
pri
ncip
les:
•Ke
y st
ages
of t
he p
rodu
ct li
fe c
ycle
: lau
nch,
gr
owth
, mat
urity
, dec
line
•O
bsol
esce
nce:
pla
nned
, sty
le (f
ashi
on),
func
tiona
l, te
chno
logi
cal
•Pr
edic
tabi
lity
of th
e pr
oduc
t life
cyc
le
•Pr
oduc
t ver
sion
ing/
gene
ratio
ns
Gui
danc
e:
•Ex
ampl
es o
f pro
duct
s at
diff
eren
t sta
ges
of th
e pr
oduc
t life
cyc
le in
clud
ing
thos
e ne
w to
the
mar
ket a
nd c
lass
ic d
esig
ns
•Le
ngth
of t
he p
rodu
ct li
fe c
ycle
con
side
ring
the
effe
ct o
f tec
hnic
al d
evel
opm
ent a
nd c
onsu
mer
tr
ends
•A
dvan
tage
s an
d di
sadv
anta
ges
for a
com
pany
of
intr
oduc
ing
new
ver
sion
s an
d ge
nera
tions
of
a pr
oduc
t
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e tr
ansi
tion
from
a li
near
to a
circ
ular
ec
onom
y in
the
mov
e to
war
ds s
usta
inab
le
soci
etie
s ha
s m
ajor
impl
icat
ions
for t
he id
eas
asso
ciat
ed w
ith p
rodu
ct li
fe c
ycle
.
Theo
ry o
f kno
wle
dge:
•D
esig
n co
nsid
ers
area
s ot
her t
han
man
in it
s th
inki
ng. A
re o
ther
are
as o
f kno
wle
dge
conf
ined
to
hum
an in
fluen
ce a
nd v
alue
s?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 3, 6
, 8 a
nd 9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
8
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 2
: An
unde
rsta
ndin
g of
the
prod
uct l
ife
cycl
e al
low
s th
e de
sign
er to
des
ign
a pr
oduc
t w
ith o
bsol
esce
nce
in m
ind.
Doi
ng th
is a
t the
de
sign
sta
ge c
an p
oten
tially
elim
inat
e th
e ef
fect
of
a p
rodu
ct o
n th
e en
viro
nmen
t whe
n it
is n
o lo
nger
in u
se.
Topic 5: Innovation and design
Design technology guide 59
Esse
ntia
l ide
a: In
nova
tions
take
tim
e to
diff
use
into
a ta
rget
aud
ienc
e.
5.6
Roge
rs’ c
hara
cter
isti
cs o
f inn
ovat
ion
and
cons
umer
s
Nat
ure
of d
esig
n:
Roge
rs’ f
our m
ain
elem
ents
that
influ
ence
the
spre
ad
of n
ew id
eas (
inno
vatio
n, c
omm
unic
atio
n ch
anne
ls,
time
and
a so
cial
sys
tem
) rel
y he
avily
on
hum
an c
apita
l. Th
e id
eas m
ust b
e w
idel
y ac
cept
ed in
ord
er to
be
self-
sust
aina
ble.
Des
igne
rs m
ust c
onsi
der v
ario
us c
ultu
res
and
com
mun
ities
to p
redi
ct h
ow, w
hy a
nd a
t wha
t rat
e ne
w id
eas a
nd te
chno
logy
will
be
adop
ted.
(1.7
)
Conc
epts
and
pri
ncip
les:
•D
iffus
ion
and
inno
vatio
n
•Th
e im
pact
of R
oger
s’ c
hara
cter
istic
s on
co
nsum
er a
dopt
ion
of a
n in
nova
tion
•So
cial
root
s of
con
sum
eris
m
•Th
e in
fluen
ce o
f soc
ial m
edia
on
the
diff
usio
n of
in
nova
tion
•Th
e in
fluen
ce o
f tre
nds
and
the
med
ia o
n co
nsum
er c
hoic
e
•Ca
tego
ries
of c
onsu
mer
s in
rela
tion
to
tech
nolo
gy a
dopt
ion
Gui
danc
e:
•Ex
ampl
es o
f pro
duct
inno
vatio
ns fo
r eac
h of
Ro
gers
’ cha
ract
eris
tics
•Th
e im
pact
of R
oger
s’ c
hara
cter
istic
s on
co
nsum
er a
dopt
ion
of a
n in
nova
tion
can
be
cons
ider
ed in
term
s of
rela
tive
adva
ntag
e,
com
patib
ility
, com
plex
ity, o
bser
vabi
lity,
tr
iala
bilit
y
•Th
e so
cial
root
s of
con
sum
eris
m in
clud
e lif
esty
le,
valu
es a
nd id
entit
y
•Is
sues
for c
ompa
nies
in th
e gl
obal
mar
ketp
lace
w
hen
atte
mpt
ing
to s
atis
fy c
onsu
mer
nee
ds in
re
latio
n to
life
styl
e, v
alue
s an
d id
entit
y
•Ca
tego
ries o
f con
sum
ers i
nclu
de in
nova
tors
, ear
ly
adop
ters
, ear
ly m
ajor
ity, l
ate
maj
ority
, lag
gard
s
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e or
igin
of R
oger
s’ th
eory
in o
ne o
r tw
o ar
eas
may
lead
to in
appr
opria
te a
pplic
atio
n on
a
glob
al b
asis
. Pos
itive
and
neg
ativ
e as
pect
s m
ay
be o
ppos
ite in
diff
eren
t reg
ions
/cou
ntrie
s.
Theo
ry o
f kno
wle
dge:
•D
esig
n ta
kes
into
acc
ount
cul
tura
l diff
eren
ces.
A
re o
ther
are
as o
f kno
wle
dge
univ
ersa
l or
cultu
re s
peci
fic?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 6
, 8 a
nd 9
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 1
0: B
y ca
tego
rizin
g co
nsum
ers,
the
desi
gner
can
iden
tify
part
icul
ar s
egm
ents
with
a
mar
ket s
ecto
r to
gain
feed
back
. By
enga
ging
w
ith th
ese
ster
eoty
pes,
the
desi
gner
can
util
ize
thei
r exp
erie
nces
with
a p
roto
type
in o
rder
to
guid
e fu
rthe
r dev
elop
men
t.
Topic 5: Innovation and design
Design technology guide60
Esse
ntia
l ide
a: S
ucce
ssfu
l inn
ovat
ions
typi
cally
sta
rt w
ith d
etai
led
desi
gn a
nd m
arke
ting
spec
ifica
tions
.
5.7
Inno
vati
on, d
esig
n an
d m
arke
ting
spe
cifi
cati
ons
Nat
ure
of d
esig
n:
Des
igne
rs m
ust e
stab
lish
clea
r par
amet
ers
for a
m
arke
ting
spec
ifica
tion
in o
rder
to c
reat
e un
ique
an
d cr
eativ
e so
lutio
ns to
a p
robl
em. D
esig
ners
nee
d to
col
lect
val
id a
nd u
sefu
l dat
a fr
om th
e ta
rget
m
arke
t and
aud
ienc
e th
roug
hout
the
desi
gn c
ycle
to
ens
ure
the
spec
ifica
tion
incl
udes
cer
tain
ess
entia
l co
mpo
nent
s. (1
.9, 1
.10)
Conc
epts
and
pri
ncip
les:
•Ta
rget
mar
kets
•Ta
rget
aud
ienc
es
•M
arke
t ana
lysi
s
•U
ser n
eed
•Co
mpe
titio
n
•Re
sear
ch m
etho
ds
•D
esig
n sp
ecifi
catio
ns
Gui
danc
e:
•H
ow m
arke
t sec
tors
and
seg
men
ts c
an b
e us
ed
to e
stab
lish
targ
et m
arke
ts
•H
ow a
targ
et a
udie
nce
is u
sed
to e
stab
lish
the
char
acte
ristic
s of
use
rs
•D
esig
n co
ntex
ts fo
r diff
eren
t tar
get m
arke
ts a
nd
audi
ence
s
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ch
arac
teris
tics
of u
sers
in d
iffer
ent
coun
trie
s/re
gion
s ne
ed to
be
take
n in
to a
ccou
nt.
Cultu
ral d
iffer
ence
s m
ay p
lay
a m
ajor
role
.
Theo
ry o
f kno
wle
dge:
•D
esig
n is
evi
denc
e-ba
sed.
How
do
othe
r are
as o
f kn
owle
dge
valu
e th
e im
port
ance
of e
vide
nce?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 2, 3
, 4, 7
and
9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 4
: The
abi
lity
to tr
ansf
orm
thei
r res
earc
h fin
ding
s in
to a
ser
ies
of s
peci
ficat
ions
is a
sk
ill th
at d
esig
ners
mus
t dev
elop
to b
ecom
e su
cces
sful
. Bei
ng a
ble
to e
xpre
ss p
aram
eter
s an
d re
quire
men
ts s
ucci
nctly
allo
ws
the
desi
gner
to
dev
elop
focu
sed
solu
tions
to th
e de
sign
pr
oble
m a
nd m
eet a
clie
nt o
r the
targ
et m
arke
t’s
wan
ts a
nd n
eeds
.
61Design technology guide 6161
Sylla
bus
core
Topi
c 6:
Cla
ssic
des
ign
8 ho
urs
Esse
ntia
l ide
a: A
cla
ssic
des
ign
has
a tim
eles
s qu
ality
, whi
ch is
reco
gniz
ed a
nd re
mai
ns fa
shio
nabl
e.
6.1
Char
acte
rist
ics
of c
lass
ic d
esig
n
Nat
ure
of d
esig
n:
A cl
assic
des
ign
is no
t sim
ply
defin
ed b
y ho
w w
ell i
t fu
nctio
ns o
r its
impa
ct. C
lass
ic d
esig
ns c
an b
e re
cogn
ized
as
from
thei
r des
ign
mov
emen
t/er
a. Y
et, o
rigin
ality
—w
heth
er it
is e
volu
tiona
ry o
r rev
olut
iona
ry—
seem
s to
be
the
trai
t tha
t mak
es a
pro
duct
“tim
eles
s”. (
3.10
)
Conc
epts
and
pri
ncip
les:
•Im
age
•St
atus
and
cul
ture
•O
bsol
esce
nce
•M
ass
prod
uctio
n
•U
biqu
itous
/om
nipr
esen
ce
•D
omin
ant d
esig
n
Gui
danc
e:
•H
ow im
age
mak
es a
cla
ssic
des
ign
inst
antly
re
cogn
izab
le a
nd p
rovo
kes
emot
iona
l rea
ctio
ns
•H
ow a
cla
ssic
des
ign
defie
s ob
sole
scen
ce a
nd
tran
scen
ds it
s or
igin
al fu
nctio
n
•H
ow th
e ro
le o
f mas
s pr
oduc
tion
cont
ribut
es to
a
prod
uct r
each
ing
clas
sic
desi
gn s
tatu
s
•H
ow th
e co
nsta
nt p
rese
nce
of a
pro
duct
in a
ch
angi
ng c
onte
xt le
ads
to c
lass
ic d
esig
n st
atus
•H
ow c
lass
ic d
esig
ns a
re d
omin
ant i
n th
e m
arke
tpla
ce a
nd d
iffic
ult t
o ch
ange
Inte
rnat
iona
l-m
inde
dnes
s:
•Cl
assi
c de
sign
s ar
e of
ten
reco
gniz
ed a
cros
s cu
lture
and
hol
d ic
onic
sta
tus.
Theo
ry o
f kno
wle
dge:
•Cl
assi
c de
sign
oft
en a
ppea
ls to
our
em
otio
ns.
Are
em
otio
ns u
nive
rsal
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 4, 5
, 9 a
nd 1
0
•Vi
sual
art
s
Aim
s:
•A
im 8
: The
icon
ic s
tatu
s of
cla
ssic
des
igns
is
ofte
n at
trib
uted
to th
em b
eing
“bre
akth
roug
h pr
oduc
ts”.
Topic 6: Classic design
Design technology guide62
Esse
ntia
l ide
a: F
or a
des
ign
to b
ecom
e a
clas
sic
desi
gn, t
he fo
rm c
an tr
ansc
end
the
func
tion.
6.2
Clas
sic
desi
gn, f
unct
ion
and
form
Nat
ure
of d
esig
n:
Clas
sic
desi
gn h
olds
“for
m fo
llow
s fu
nctio
n” a
s a
fund
amen
tal p
rinci
ple,
but
this
is n
ot a
lway
s ev
iden
t in
pra
ctic
e. S
ome
prod
ucts
are
so
wel
l des
igne
d w
ith fu
nctio
n as
thei
r prim
ary
goal
, tha
t the
ir us
e is
in
tuiti
ve. A
s de
sign
ers
deve
lop
new
tech
nolo
gies
, th
e lin
es b
etw
een
the
form
and
func
tion
of a
pro
duct
co
ntin
ue to
blu
r. (3
.3)
Conc
epts
and
pri
ncip
les:
•Fo
rm v
ersu
s fu
nctio
n
•Re
tro-
styl
ing
•Co
nflic
t and
com
prom
ise
•Pr
actic
al fu
nctio
n ve
rsus
psy
chol
ogic
al fu
nctio
n
Gui
danc
e:
•H
ow re
tro-
styl
ing
a ne
w p
rodu
ct n
eeds
to
resp
ect a
nd u
nder
stan
d th
e or
igin
al fo
rm a
nd
unde
rlyin
g st
ruct
ure
befo
re m
akin
g ch
ange
s
•Th
e te
nsio
n be
twee
n fo
rm a
nd fu
nctio
n w
hen
deve
lopi
ng n
ew p
rodu
cts
base
d on
a c
lass
ic
desi
gn
•Co
mpa
rison
of r
etro
-sty
led
prod
ucts
with
the
orig
inal
pro
duct
ion
mod
els
in re
latio
n to
form
an
d fu
nctio
n
•Id
entif
y pr
oduc
ts w
here
eith
er p
ract
ical
fu
nctio
n or
psy
chol
ogic
al fu
nctio
n ha
s be
en th
e de
term
inin
g fa
ctor
in th
e de
sign
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e em
erge
nce
of re
tro-
styl
ing
prod
ucts
as
new
tech
nolo
gies
are
dev
elop
ed re
late
to th
e em
otio
nal r
espo
nse
that
com
es w
ith n
osta
lgia
. Th
is is
oft
en n
ot o
nly
diff
eren
t bet
wee
n co
untr
ies
and
betw
een
gene
ratio
ns, b
ut a
t the
sa
me
time
can
tran
scen
d bo
th.
Theo
ry o
f kno
wle
dge:
•Is
aes
thet
ic v
alue
pur
ely
a su
bjec
tive
mat
ter?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 3, 5
, 7 a
nd 9
•Vi
sual
art
s
Aim
s:
•A
im 6
: The
bal
ance
bet
wee
n fu
nctio
n an
d fo
rm
is o
ften
an
area
of d
iffic
ulty
for t
he d
esig
ner.
If a
prod
uct i
s pu
rely
func
tiona
l, it
may
be
lack
ing
in a
ppea
l to
cons
umer
s, n
o m
atte
r how
goo
d it
may
be
at c
ompl
etin
g its
job.
Oft
en w
e ar
e dr
awn
to p
rodu
cts
that
hav
e be
en d
evel
oped
w
ith fo
rm a
s a
prim
ary
cons
ider
atio
n. T
he
hum
an p
sych
e ap
prec
iate
s be
auty
.
63Design technology guide 6363
Add
ition
al h
ighe
r lev
el to
pics
Topi
c 7:
Use
r-ce
ntre
d de
sign
(UCD
) 12
hou
rs
Esse
ntia
l ide
a: T
he fu
ndam
enta
l prin
cipl
e of
UCD
is th
at u
nder
stan
ding
the
need
s of
the
user
s is
the
key
to d
esig
ning
the
best
pro
duct
s an
d se
rvic
es.
7.1
Use
r-ce
ntre
d de
sign
(UCD
)
Nat
ure
of d
esig
n:
A d
esig
ner m
ust c
onsi
der t
he n
eeds
, wan
ts a
nd
limita
tions
of t
he e
nd u
ser w
ithin
eve
ry e
lem
ent o
f th
e de
sign
cyc
le. T
he a
bilit
y to
iden
tify
how
use
rs w
ill
inte
ract
with
a p
rodu
ct, s
ervi
ce o
r sys
tem
is v
ital f
or
its su
cces
s. To
ach
ieve
this
, des
igne
rs m
ust b
e ab
le
to a
cqui
re a
nd a
naly
se v
alid
dat
a w
ithou
t mak
ing
assu
mpt
ions
abo
ut h
ow th
e pr
oduc
t may
be
used
. (3.
1)
Conc
epts
and
pri
ncip
les:
•Th
e de
sign
er n
eeds
to h
ave
a de
ep
unde
rsta
ndin
g of
the
user
, tas
k an
d th
e en
viro
nmen
t.
•Th
e pr
oces
s is
iter
ativ
e, le
d by
the
user
and
de
velo
ped
thro
ugh
user
-cen
tred
eva
luat
ion.
•Th
e pr
oduc
t mus
t add
ress
the
who
le u
ser
expe
rienc
e.
•U
CD d
esig
n te
ams
are
mul
tidis
cipl
inar
y.
•Th
e fiv
e st
ages
of U
CD: r
esea
rch,
con
cept
, de
sign
, im
plem
enta
tion,
laun
ch
•In
clus
ive
desi
gn
Gui
danc
e:
•U
CD d
esig
n te
ams
may
incl
ude
anth
ropo
logi
sts,
et
hnog
raph
ers
and
psyc
holo
gist
s.
•In
clus
ive
desi
gn re
quire
s de
sign
ing
univ
ersa
lly
acce
ssib
le p
rodu
cts
for a
ll us
ers
incl
udin
g th
ose
with
phy
sica
l, se
nsor
y, p
erce
ptua
l and
oth
er
chal
leng
es a
nd im
pairm
ents
.
Inte
rnat
iona
l-m
inde
dnes
s:
•Ev
en th
ough
the
task
add
ress
ed th
roug
h U
CD
may
not
cha
nge
from
regi
on to
regi
on, t
here
can
be
an
impa
ct o
n th
e su
cces
s of
a g
loba
l pro
duct
du
e to
var
iatio
ns in
use
rs a
nd e
nviro
nmen
ts.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 5, a
nd 9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t uni
ts 4
and
5
Aim
s:
•A
im 5
: The
abi
lity
to p
ut a
side
one
’s ow
n id
eas
and
bias
is e
ssen
tial f
or U
CD. D
esig
ners
mus
t act
w
ith in
tegr
ity a
nd n
ot p
roje
ct th
eir o
wn
idea
s of
w
hat t
he u
ser r
equi
rem
ents
are
whe
n tr
ying
to
crea
te te
chno
logi
cal s
olut
ions
to th
eir p
robl
ems.
Topic 7: User-centred design (UCD)
Design technology guide64
Esse
ntia
l ide
a: U
sabi
lity
is a
bout
how
eas
y it
is to
use
a p
rodu
ct o
r sys
tem
.
7.2
Usa
bilit
y
Nat
ure
of d
esig
n:
A d
esig
n te
am s
houl
d be
“use
r” d
riven
and
fr
eque
nt c
onta
ct w
ith p
oten
tial u
sers
is e
ssen
tial.
To
unde
rsta
nd h
ow a
pro
duct
, ser
vice
or s
yste
m m
ay b
e us
ed, t
he d
esig
ner m
ust c
onsi
der t
he p
rior k
now
ledg
e an
d ex
perie
nce
of th
e us
ers,
as
wel
l as
thei
r typ
ical
ps
ycho
logi
cal r
espo
nses
. Eva
luat
ion
met
hods
that
ut
ilize
app
ropr
iate
test
ing
and
tria
lling
str
ateg
ies
mus
t be
use
d to
det
erm
ine
thes
e as
pect
s. (1
.5, 1
.16,
1.1
8)
Conc
epts
and
pri
ncip
les:
•U
sabi
lity
obje
ctiv
es
•En
hanc
ed u
sabi
lity
•Ch
arac
teris
tics
of g
ood
user
-pro
duct
inte
rfac
es
•Po
pula
tion
ster
eoty
pes
Gui
danc
e:
•U
sabi
lity
obje
ctiv
es in
clud
e us
eful
ness
, ef
fect
iven
ess,
lear
nabi
lity,
att
itude
(lik
eabi
lity)
•Be
nefit
s of
enh
ance
d us
abili
ty in
clud
e pr
oduc
t ac
cept
ance
, use
r exp
erie
nce,
pro
duct
ivity
, use
r er
ror,
trai
ning
and
sup
port
•Ch
arac
teris
tics
of g
ood
user
-pro
duct
inte
rfac
es
incl
ude
sim
plic
ity, e
ase
of u
se, i
ntui
tive
logi
c an
d or
gani
zatio
n, lo
w m
emor
y bu
rden
, vis
ibili
ty,
feed
back
, aff
orda
nce,
map
ping
and
con
stra
ints
.
•A
dvan
tage
s an
d di
sadv
anta
ges
of u
sing
po
pula
tion
ster
eoty
pes
for d
esig
ners
and
use
rs
Inte
rnat
iona
l-m
inde
dnes
s:
•Po
pula
tion
ster
eoty
pes
base
d on
cul
tura
l ex
pect
atio
ns c
ontr
ibut
e to
hum
an e
rror
and
de
sign
ers
mus
t con
side
r thi
s w
hen
desi
gnin
g go
od u
ser-
prod
uct i
nter
face
s.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
and
3
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 3
: Des
igne
rs m
ust c
onsi
der t
he li
mits
of
popu
latio
n st
ereo
type
s. T
hrou
gh re
cogn
izin
g th
ese
limits
, the
des
igne
rs c
an c
ritic
ally
ass
ess
the
appr
opria
tene
ss o
f the
ir pr
oduc
t in
rela
tion
to th
ose
who
will
use
it.
Topic 7: User-centred design (UCD)
Design technology guide 65
Esse
ntia
l ide
a: T
he d
esig
ner n
eeds
to u
nder
stan
d th
e re
ason
s be
hind
the
beha
viou
rs, w
ants
, and
nee
ds o
f the
use
r.
7.3
Stra
tegi
es fo
r use
r res
earc
h
Nat
ure
of d
esig
n:
Des
igne
rs s
houl
d se
lect
rese
arch
str
ateg
ies
base
d on
the
desi
red
user
exp
erie
nces
in th
e co
ntex
t of
the
prod
uct,
serv
ice
or s
yste
m. T
he p
urpo
se o
f us
er re
sear
ch is
to id
entif
y ne
eds
that
reve
al th
e co
mpl
exiti
es o
f per
sona
e. R
eal-l
ife s
cena
rios
that
si
mul
ate
“act
ual”
use
r exp
erie
nces
can
gen
erat
e ne
w
findi
ngs.
(3.4
, 3.5
, 3.6
)
Conc
epts
and
pri
ncip
les:
•U
ser p
opul
atio
n
•Cl
assi
ficat
ion
of u
sers
•Th
e us
e of
per
sona
e, s
econ
dary
per
sona
e an
d an
ti-pe
rson
ae in
use
r res
earc
h
•Sc
enar
ios
prov
ide
phys
ical
and
soc
ial c
onte
xt fo
r di
ffer
ent p
erso
nae
•U
se c
ase
Gui
danc
e:
•U
sers
can
be
clas
sifie
d by
age
, gen
der a
nd
phys
ical
con
ditio
n.
•Sc
enar
ios
are
base
d on
bes
t, w
orst
and
ave
rage
ca
se.
Inte
rnat
iona
l-m
inde
dnes
s:
•U
ser p
opul
atio
n be
havi
ours
, wan
ts a
nd n
eeds
m
ay v
ary
from
one
com
mun
ity o
f pot
entia
l use
rs
to a
noth
er, w
hich
may
resu
lt in
the
deve
lopm
ent
of a
pro
duct
fam
ily.
Theo
ry o
f kno
wle
dge:
•D
esig
n co
nsid
ers
the
need
s of
indi
vidu
als
as
para
mou
nt. I
s th
is th
e ca
se in
oth
er a
reas
of
know
ledg
e?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
and
9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 2
: The
var
ious
str
ateg
ies
for u
ser r
esea
rch
can
be u
sed
by th
e de
sign
er to
exp
lore
the
true
nat
ure
of a
pro
blem
. Thr
ough
the
use
of
pers
onae
and
use
cas
es, t
he d
esig
ner c
an b
uild
a
rang
e of
pos
sibl
e sc
enar
ios
with
whi
ch to
ex
plor
e th
e pr
oble
m in
det
ail.
Topic 7: User-centred design (UCD)
Design technology guide66
Esse
ntia
l ide
a: U
sers
hav
e a
cent
ral r
ole
in e
valu
atin
g w
heth
er th
e pr
oduc
t mee
ts th
eir w
ants
and
nee
ds.
7.4
Stra
tegi
es fo
r use
r-ce
ntre
d de
sign
(UCD
)
Nat
ure
of d
esig
n:
For d
esig
ners
to s
ucce
ssfu
lly in
tegr
ate
usab
ility
in
to th
e de
sign
pro
cess
, the
y re
quire
a h
olis
tic
unde
rsta
ndin
g of
how
a p
rodu
ct, s
ervi
ce o
r sys
tem
is
use
d. D
esig
ners
mus
t ide
ntify
use
r req
uire
men
ts
thro
ugh
the
use
of c
aref
ul o
bser
vatio
n an
d in
terv
iew
s.
A c
lear
str
ateg
y fo
r UCD
will
impr
ove
acce
ptab
ility
an
d us
abili
ty, r
educ
ing
cost
s an
d ef
fort
, whi
le fu
lfilli
ng
user
requ
irem
ents
. (1.
6, 3
.5)
Conc
epts
and
pri
ncip
les:
•Fi
eld
rese
arch
•M
etho
d of
ext
rem
es
•O
bser
vatio
n, in
terv
iew
s an
d fo
cus
grou
ps
•Q
uest
ionn
aire
s
•A
ffin
ity d
iagr
amm
ing
•Pa
rtic
ipat
ory
desi
gn, p
roto
type
and
usa
bilit
y te
stin
g se
ssio
ns
•N
atur
al e
nviro
nmen
ts a
nd u
sabi
lity
labo
rato
ries
•Te
stin
g ho
uses
ver
sus
usab
ility
labo
rato
ries
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of d
iffer
ent U
CD
stra
tegi
es
Inte
rnat
iona
l-m
inde
dnes
s:
•Te
stin
g in
the
envi
ronm
ent w
here
a p
rodu
ct
will
be
used
is o
ften
ext
rem
ely
impo
rtan
t for
th
e de
sign
of p
rodu
cts,
esp
ecia
lly w
here
the
prob
lem
to s
olve
occ
urs
in a
cou
ntry
fore
ign
to
the
desi
gn te
am.
Theo
ry o
f kno
wle
dge:
•Is
it e
ver p
ossi
ble
to e
limin
ate
the
effe
ct o
f the
ob
serv
er?
•To
wha
t ext
ent d
oes
the
lang
uage
use
d on
qu
estio
nnai
res
shap
e th
e re
sults
?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 4, 5
, and
9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
Aim
s:
•A
im 9
: By
incl
udin
g po
tent
ial c
onsu
mer
s in
the
test
ing
of d
esig
ns a
nd p
roto
type
s, d
esig
ners
ga
in v
alua
ble
data
rela
ting
to h
ow th
ey w
ill
inte
ract
with
a p
rodu
ct.
Topic 7: User-centred design (UCD)
Design technology guide 67
Esse
ntia
l ide
a: U
sabi
lity
is n
ot th
e on
ly fa
ctor
for a
des
igne
r to
cons
ider
; pro
duct
s ca
n be
des
igne
d to
evo
ke p
leas
ure
and
emot
ion.
7.5
Beyo
nd u
sabi
lity—
desi
gnin
g fo
r ple
asur
e an
d em
otio
n
Nat
ure
of d
esig
n:
A d
esig
ner’s
abi
lity
to p
rovi
de s
atis
fact
ion
thro
ugh
aest
hetic
app
eal a
nd p
leas
ure
can
grea
tly
influ
ence
the
succ
ess
of a
pro
duct
, ser
vice
or
syst
em. U
nder
stan
ding
att
itude
s, e
xpec
tatio
ns a
nd
mot
ivat
ions
of c
onsu
mer
s pl
ays
a si
gnifi
cant
role
in
pred
ictin
g pr
oduc
t int
erac
tion.
Des
igne
rs n
eed
to b
e em
path
etic
and
sym
path
etic
to u
ser e
mot
ion,
whi
ch
acts
as
a cr
itica
l com
pone
nt to
det
erm
ine
how
he
or
she
inte
rpre
ts a
nd in
tera
cts
with
a p
rodu
ct, s
ervi
ce o
r sy
stem
. (3.
8)
Conc
epts
and
pri
ncip
les:
•Th
e fo
ur-p
leas
ure
fram
ewor
k: s
ocio
-ple
asur
e,
phys
io-p
leas
ure,
psy
cho-
plea
sure
and
ideo
-pl
easu
re
•D
esig
n fo
r em
otio
n
•Th
e at
trac
t/co
nver
se/t
rans
act (
ACT)
mod
el
Gui
danc
e:
•H
ow d
esig
ning
for e
mot
ion
can
incr
ease
use
r en
gage
men
t, lo
yalty
and
sat
isfa
ctio
n w
ith
a pr
oduc
t by
inco
rpor
atin
g em
otio
n an
d pe
rson
ality
•H
ow th
e AC
T m
odel
can
be
used
as
a fr
amew
ork
for c
reat
ing
desi
gns
that
inte
ntio
nally
trig
ger
posi
tive
emot
iona
l res
pons
es
Theo
ry o
f kno
wle
dge:
•A
re e
mot
ions
pur
ely
phys
iolo
gica
l or a
re th
ey
cultu
rally
bou
nd?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
and
6
•Vi
sual
art
s
Aim
s:
•A
im 4
: The
abi
lity
to e
xpre
ss e
mot
ion
thro
ugh
a pr
oduc
t can
not
onl
y bu
ild a
ppea
l for
the
cons
umer
, but
als
o bu
ild a
ffin
ity b
etw
een
a pr
oduc
t and
con
sum
er. I
t can
ena
ble
a pr
oduc
t to
com
mun
icat
e ho
w o
ne s
houl
d in
tera
ct w
ith it
.
68 Design technology guide6868
Add
ition
al h
ighe
r lev
el to
pics
Topi
c 8:
Sus
tain
abili
ty
14 h
ours
Esse
ntia
l ide
a: S
usta
inab
le d
evel
opm
ent i
s co
ncer
ned
with
sat
isfy
ing
hum
an n
eeds
for r
esou
rces
now
and
in th
e fu
ture
with
out c
ompr
omis
ing
the
carr
ying
cap
acity
of t
he
plan
et.
8.1
Sust
aina
ble
deve
lopm
ent
Nat
ure
of d
esig
n:
Des
igne
rs u
tiliz
e de
sign
app
roac
hes
that
sup
port
su
stai
nabl
e de
velo
pmen
t acr
oss
a va
riety
of c
onte
xts.
A
hol
istic
and
sys
tem
atic
app
roac
h is
nee
ded
at
all s
tage
s of
des
ign
deve
lopm
ent t
o sa
tisfy
all
stak
ehol
ders
. In
orde
r to
deve
lop
sust
aina
ble
prod
ucts
, des
igne
rs m
ust b
alan
ce a
esth
etic
, cos
t, so
cial
, cul
tura
l, en
ergy
, mat
eria
l, he
alth
and
usa
bilit
y co
nsid
erat
ions
. (2.
10)
Conc
epts
and
pri
ncip
les:
•Tr
iple
bot
tom
line
sus
tain
abili
ty: e
nviro
nmen
tal,
econ
omic
and
soc
ial
•D
ecou
plin
g: d
isco
nnec
ting
econ
omic
gro
wth
an
d en
viro
nmen
tal i
mpa
ct s
o th
at o
ne n
o lo
nger
de
pend
s on
the
othe
r
•Th
e us
e of
inte
rnat
iona
l and
nat
iona
l law
s to
pr
omot
e su
stai
nabl
e de
velo
pmen
t
•Su
stai
nabi
lity
repo
rtin
g
•Pr
oduc
t ste
war
dshi
p
Gui
danc
e:
•H
ow u
sing
reso
urce
s m
ore
prod
uctiv
ely
and
rede
sign
ing
prod
uctio
n, it
is te
chni
cally
pos
sibl
e to
del
iver
the
sam
e or
equ
ival
ent g
oods
and
se
rvic
es w
ith lo
wer
env
ironm
enta
l im
pact
whi
le
mai
ntai
ning
soc
ial a
nd e
quity
ben
efits
.
•Co
nsid
er th
e be
nefit
s an
d lim
itatio
ns o
f de
coup
ling
as a
n ap
prop
riate
str
ateg
y fo
r su
stai
nabi
lity
Inte
rnat
iona
l-m
inde
dnes
s:
•Ch
ange
s in
gov
ernm
ents
som
etim
es re
sult
in
the
reve
rsal
of s
usta
inab
le d
evel
opm
ent p
olic
ies
lead
ing
to d
iffer
ent a
ppro
ache
s to
inte
rnat
iona
l ag
reem
ents
.
Theo
ry o
f kno
wle
dge:
•D
esig
n in
volv
es m
akin
g va
lue
judg
men
ts in
de
cidi
ng b
etw
een
diff
eren
t way
s of
inte
ract
ing
with
the
envi
ronm
ent.
Is th
is th
e ca
se in
oth
er
area
s of
kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 4, 5
, 9 a
nd 1
0
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pics
1
and
8
Topic 8: Sustainability
Design technology guide 69
8.1
Sust
aina
ble
deve
lopm
ent
•H
ow in
tern
atio
nal a
nd n
atio
nal l
aws
enco
urag
e co
mpa
nies
to fo
cus
on s
omet
hing
oth
er th
an
shar
ehol
der v
alue
and
fina
ncia
l per
form
ance
•Be
nefit
s of
sus
tain
abili
ty re
port
ing
for
gove
rnm
ents
, man
ufac
ture
rs a
nd c
onsu
mer
s
•Pr
oduc
t ste
war
dshi
p ex
ampl
es in
clud
e or
gani
c fo
ods,
gen
etic
ally
mod
ified
food
, gre
en c
otto
n,
fore
st s
tew
ards
hip
and
bio-
plas
tics
Aim
s:
•A
im 9
: Trip
le b
otto
m li
ne s
usta
inab
ility
doe
s no
t on
ly fo
cus
on th
e pr
ofita
bilit
y of
an
orga
niza
tion
or p
rodu
ct, b
ut a
lso
the
envi
ronm
enta
l and
so
cial
ben
efit
it ca
n br
ing.
Org
aniz
atio
ns th
at
embr
ace
trip
le b
otto
m li
ne s
usta
inab
ility
can
m
ake
sign
ifica
nt p
ositi
ve e
ffec
ts to
the
lives
of
othe
rs a
nd th
e en
viro
nmen
t by
chan
ging
the
impa
ct o
f the
ir bu
sine
ss a
ctiv
ities
.
Topic 8: Sustainability
Design technology guide70
Esse
ntia
l ide
a: S
usta
inab
le c
onsu
mpt
ion
focu
ses
on re
duci
ng th
e us
e of
reso
urce
s of
a p
rodu
ct to
min
imiz
e its
env
ironm
enta
l im
pact
.
8.2
Sust
aina
ble
cons
umpt
ion
Nat
ure
of d
esig
n:
Des
igne
rs d
evel
op p
rodu
cts,
ser
vice
s an
d sy
stem
s th
at s
atis
fy b
asic
nee
ds a
nd im
prov
e qu
ality
of l
ife.
To m
eet s
usta
inab
le c
onsu
mpt
ion
requ
irem
ents
, th
ey m
ust a
lso
min
imiz
e th
e us
e of
nat
ural
reso
urce
s,
toxi
c m
ater
ials
and
was
te, a
nd re
duce
em
issi
ons
of
pollu
tant
s at
all
stag
es o
f the
life
cyc
le. (
2.10
, 3.7
)
Conc
epts
and
pri
ncip
les:
•Co
nsum
er a
ttitu
des
and
beha
viou
rs to
war
ds
sust
aina
bilit
y: e
co-w
arrio
rs, e
co-c
ham
pion
s,
eco-
fans
, eco
-pho
bes
•Ec
o-la
belli
ng a
nd e
nerg
y la
belli
ng s
chem
es
•Cr
eatin
g a
mar
ket f
or s
usta
inab
le p
rodu
cts:
pric
ing
cons
ider
atio
ns, s
timul
atin
g de
man
d fo
r gr
een
prod
ucts
, pro
duct
ion
of g
reen
pro
duct
s
•Pr
essu
re g
roup
s
•Li
fest
yle
and
ethi
cal c
onsu
mer
ism
•Im
plic
atio
ns o
f tak
e-ba
ck le
gisl
atio
n fo
r de
sign
ers,
man
ufac
ture
rs a
nd c
onsu
mer
s
Gui
danc
e:
•Co
nsid
er e
co-la
belli
ng a
nd e
nerg
y la
belli
ng
sche
mes
from
diff
eren
t cou
ntry
con
text
s
•A
dvan
tage
s an
d di
sadv
anta
ges
of c
onsu
mer
an
d en
viro
nmen
tal p
ress
ure
grou
ps fo
r the
use
r, m
anuf
actu
rer a
nd d
esig
ner
•H
ow p
ress
ure
grou
ps e
xert
influ
ence
for
chan
ges
on th
ese
issu
es a
nd s
uppo
rt
or u
nder
min
e de
velo
pmen
t of s
peci
fic
tech
nolo
gies
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
ere
are
man
y di
ffer
ent e
co-la
belli
ng a
nd
ener
gy-la
belli
ng s
chem
es a
cros
s th
e w
orld
that
co
uld
be s
tand
ardi
zed.
Theo
ry o
f kno
wle
dge:
•Ec
o-w
arrio
rs s
omet
imes
bre
ak la
ws
to e
xpre
ss
thei
r vie
ws.
Doe
s th
e rig
htne
ss o
r wro
ngne
ss o
f an
act
ion
depe
nd o
n th
e si
tuat
ion?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 4, 5
and
10
•Ec
onom
ics
topi
c 1
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
Aim
s:
•A
im 5
: It i
s no
t onl
y th
e ro
le o
f des
igne
rs
to c
reat
e m
arke
ts fo
r sus
tain
able
pro
duct
s.
Cons
umer
s ne
ed to
cha
nge
thei
r hab
its a
nd
expr
ess
a w
ant a
nd n
eed
for t
hese
pro
duct
s.
Topic 8: Sustainability
Design technology guide 71
8.2
Sust
aina
ble
cons
umpt
ion
•H
ow c
onsu
mer
and
env
ironm
enta
l pre
ssur
e gr
oups
can
att
ract
wid
espr
ead
supp
ort u
sing
th
e m
edia
(inc
ludi
ng s
ocia
l med
ia)
•H
ow c
onsu
mer
s ha
ve b
ecom
e in
crea
sing
ly
awar
e of
info
rmat
ion
prov
ided
by
pres
sure
gr
oups
and
as
mar
kets
hav
e gl
obal
ized
, so
has
cons
umer
pow
er
•Co
nsid
er s
trat
egie
s fo
r man
agin
g w
este
rn
cons
umpt
ion
whi
le ra
isin
g th
e st
anda
rd o
f liv
ing
of th
e de
velo
ping
wor
ld w
ithou
t inc
reas
ing
reso
urce
use
and
env
ironm
enta
l im
pact
Topic 8: Sustainability
Design technology guide72
Esse
ntia
l ide
a: S
usta
inab
le d
esig
n is
a p
hilo
soph
y of
dev
elop
ing
prod
ucts
in li
ne w
ith s
ocia
l, ec
onom
ic, a
nd e
colo
gica
l sus
tain
abili
ty p
rinci
ples
.
8.3
Sust
aina
ble
desi
gn
Nat
ure
of d
esig
n:
The
first
ste
p to
sus
tain
able
des
ign
is to
con
side
r a
prod
uct,
serv
ice
or s
yste
m in
rela
tion
to e
co-d
esig
n an
d an
alys
e its
impa
ct u
sing
life
cyc
le a
naly
sis.
Th
e de
sign
er th
en d
evel
ops
thes
e to
min
imiz
e en
viro
nmen
tal i
mpa
cts
iden
tifie
d fr
om th
is a
naly
sis.
Co
nsid
erin
g su
stai
nabi
lity
from
the
begi
nnin
g of
the
proc
ess
is e
ssen
tial.
(2.8
)
Conc
epts
and
pri
ncip
les:
•G
reen
des
ign
vers
us s
usta
inab
le d
esig
n
•D
atsc
hefs
ki’s
five
prin
cipl
es o
f sus
tain
able
de
sign
: cyc
lic, s
olar
, saf
e, e
ffic
ient
, soc
ial
Gui
danc
e:
•Th
e di
ffer
ence
s be
twee
n gr
een
desi
gn a
nd
sust
aina
ble
desi
gn
•Co
mpa
rison
of t
imes
cale
bet
wee
n gr
een
desi
gn
and
sust
aina
ble
desi
gn
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e ap
plic
atio
n of
Dat
sche
fski
’s so
cial
prin
cipl
e of
sus
tain
able
des
ign
can
have
diff
eren
t eff
ects
ac
ross
diff
eren
t cou
ntrie
s.
Theo
ry o
f kno
wle
dge:
•D
atsc
hefs
ki d
evel
oped
his
five
prin
cipl
es o
f su
stai
nabl
e de
sign
to h
elp
desi
gner
s st
ruct
ure
thei
r app
roac
h an
d th
ough
ts. I
n w
hat w
ays
and
area
s w
ould
the
abse
nce
of e
xper
ts m
ost
seve
rely
lim
it ou
r kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 1
, 2, 4
, 5 a
nd 1
0
Aim
s:
•A
im 1
0: D
atsc
hefs
ki’s
five
prin
cipl
es o
f su
stai
nabl
e de
sign
equ
ip th
e de
sign
er w
ith a
to
ol n
ot o
nly
to d
esig
n ne
w p
rodu
cts,
but
als
o to
eva
luat
e an
exi
stin
g pr
oduc
t. Th
is c
an le
ad to
ne
w d
esig
n op
port
uniti
es a
nd in
crea
se th
e le
vel
at w
hich
a p
rodu
ct a
ligns
with
thes
e pr
inci
ples
.
Topic 8: Sustainability
Design technology guide 73
Esse
ntia
l ide
a: S
usta
inab
le in
nova
tion
faci
litat
es th
e di
ffus
ion
of s
usta
inab
le p
rodu
cts
and
solu
tions
into
the
mar
ketp
lace
.
8.4
Sust
aina
ble
inno
vati
on
Nat
ure
of d
esig
n:
Sust
aina
ble
inno
vatio
n yi
elds
bot
h bo
ttom
line
and
to
p lin
e re
turn
s as
dev
elop
ing
prod
ucts
, ser
vice
s an
d sy
stem
s th
at a
re e
nviro
nmen
tally
frie
ndly
low
ers
cost
s th
roug
h re
duci
ng th
e re
sour
ces
requ
ired.
Des
igne
rs
shou
ld v
iew
com
plia
nce
with
gov
ernm
ent l
egis
latio
n as
an
oppo
rtun
ity fo
r sus
tain
able
inno
vatio
n. (2
.9)
Conc
epts
and
pri
ncip
les:
•Co
mpl
exity
and
tim
esca
le o
f sus
tain
able
in
nova
tion
•To
p-do
wn
stra
tegi
es
•Bo
ttom
-up
stra
tegi
es
•G
over
nmen
t int
erve
ntio
n in
inno
vatio
n
•M
acro
ene
rgy
sust
aina
bilit
y
•M
icro
ene
rgy
sust
aina
bilit
y
•En
ergy
sec
urity
Gui
danc
e:
•Ex
ampl
es o
f top
-dow
n an
d bo
ttom
-up
stra
tegi
es
and
the
adva
ntag
es a
nd d
isadv
anta
ges f
or
cons
umer
s/us
ers
•G
over
nmen
t int
erve
ntio
n in
clud
es re
gula
tion,
ed
ucat
ion,
taxe
s and
subs
idie
s
•H
ow m
acro
ene
rgy
sust
aina
bilit
y ca
n be
in
fluen
ced
thro
ugh
inte
rnat
iona
l tre
atie
s and
en
ergy
pol
icie
s, in
stru
men
ts fo
r cha
nge
and
disin
cent
ives
, and
nat
iona
l sys
tem
s cha
ngin
g po
licy
whe
n go
vern
men
t lea
ders
hip
chan
ges
•H
ow m
icro
ene
rgy
sust
aina
bilit
y ca
n be
influ
ence
d by
the
role
of t
he g
over
nmen
t in
raisi
ng a
war
enes
s an
d ch
angi
ng a
ttitu
des,
and
prom
otio
n of
in
divi
dual
and
bus
ines
s act
ion
tow
ards
ene
rgy
sust
aina
bilit
y
•H
ow e
nerg
y se
curit
y ca
n be
influ
ence
d by
ene
rgy
dem
and/
supp
ly tr
ends
and
fore
cast
ing,
dem
and
resp
onse
ver
sus e
nerg
y ef
ficie
ncy,
and
smar
t grid
s
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e in
tern
al p
olic
ies
of p
artic
ular
gov
ernm
ents
ha
ve in
tern
atio
nal i
mpl
icat
ions
.
Theo
ry o
f kno
wle
dge:
•To
wha
t ext
ent s
houl
d en
viro
nmen
tal c
once
rns
limit
our p
ursu
it of
kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 4, 5
and
10
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
Aim
s:
•A
im 1
: As
ener
gy s
ecur
ity b
ecom
es a
n ev
er
mor
e im
port
ant i
ssue
for a
ll co
untr
ies,
des
igne
rs,
engi
neer
s an
d in
vent
ors
need
to d
evel
op
new
way
s of
eff
icie
ntly
gen
erat
ing
ener
gy. A
s ne
w e
nerg
y pr
oduc
tion
tech
nolo
gies
bec
ome
avai
labl
e, d
esig
ners
nee
d to
har
ness
them
to b
e us
ed in
new
pro
duct
s to
impr
ove
thei
r ene
rgy
effic
ienc
y.
74 Design technology guide7474
Add
ition
al h
ighe
r lev
el to
pics
Topi
c 9:
Inno
vatio
n an
d m
arke
ts
13 h
ours
Esse
ntia
l ide
a: C
ompa
nies
and
bus
ines
ses
can
utili
ze a
rang
e of
diff
eren
t str
ateg
ies
to d
evel
op p
rodu
cts,
ser
vice
s an
d sy
stem
s.
9.1
Corp
orat
e st
rate
gies
Nat
ure
of d
esig
n:
The
succ
ess
of a
com
pany
relie
s he
avily
on
the
stra
tegi
es it
ado
pts.
The
eva
luat
ion
of p
rodu
cts,
se
rvic
es a
nd s
yste
ms
can
info
rm th
e se
lect
ion
of th
e m
ost a
ppro
pria
te s
trat
egie
s to
follo
w th
at w
ill e
nabl
e a
com
pany
to a
chie
ve it
s ob
ject
ives
. (1.
12)
Conc
epts
and
pri
ncip
les:
•Pi
onee
ring
stra
tegy
•Im
itativ
e st
rate
gy
•M
arke
t dev
elop
men
t
•Pr
oduc
t dev
elop
men
t
•M
arke
t pen
etra
tion
•Pr
oduc
t div
ersi
ficat
ion
•H
ybrid
app
roac
hes
•Th
e re
lativ
e su
cces
s of
pio
neer
ing
and
inno
vativ
e st
rate
gies
•Co
rpor
ate
soci
al re
spon
sibi
lity
Gui
danc
e:
•Co
mpa
rison
of s
ucce
ss b
etw
een
pion
eerin
g an
d im
itativ
e st
rate
gies
•Ex
ampl
es o
f com
pani
es a
nd p
rodu
cts
that
hav
e us
ed th
e ab
ove
stra
tegi
es
•Ex
ampl
es o
f a c
ompa
ny a
nd it
s pr
oduc
ts th
at a
re
a re
sult
of a
hyb
rid a
ppro
ach
Inte
rnat
iona
l-m
inde
dnes
s:
•A
dopt
ion
of c
orpo
rate
soc
ial r
espo
nsib
ility
by
mul
tinat
iona
l com
pani
es c
an b
e us
ed a
s a
dist
ract
ion
from
thei
r cor
e bu
sine
ss p
ract
ices
.
Theo
ry o
f kno
wle
dge:
•Is
str
ateg
ic p
lann
ing
mor
e in
fluen
ced
by re
ason
, in
tuiti
on o
r im
agin
atio
n? O
r by
a co
mbi
natio
n of
al
l of t
he w
ays
of k
now
ing?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 3
, 5, 7
, 8 a
nd 1
0
•Bu
sine
ss m
anag
emen
t top
ic 1
•Ec
onom
ics
topi
c 1
Aim
s:
•A
im 5
: The
des
igne
r mus
t con
side
r the
eth
ical
im
plic
atio
ns o
f im
itatin
g th
e pr
oduc
ts o
f oth
ers
and
thei
r im
plic
atio
ns o
n a
cultu
ral,
econ
omic
, an
d in
telle
ctua
l pro
pert
y le
vel.
Topic 9: Innovation and markets
Design technology guide 75
9.1
Corp
orat
e st
rate
gies
•H
ow c
orpo
rate
soc
ial r
espo
nsib
ility
may
be
a pa
rtic
ular
goa
l of a
com
pany
whe
reby
the
aim
is to
man
age
the
econ
omic
, soc
ial a
nd
envi
ronm
enta
l im
pact
s of
thei
r ope
ratio
n to
max
imiz
e th
e be
nefit
s an
d m
inim
ize
the
disa
dvan
tage
s
•Ex
ampl
es o
f evi
denc
e of
eff
ectiv
e co
rpor
ate
soci
al re
spon
sibi
lity
for a
maj
or m
ultin
atio
nal
com
pany
Topic 9: Innovation and markets
Design technology guide76
Esse
ntia
l ide
a: D
esig
ners
mus
t res
earc
h an
d co
nsid
er th
e ta
rget
mar
ket s
ecto
rs a
nd s
egm
ents
in th
e de
sign
of t
heir
prod
ucts
.
9.2
Mar
ket s
ecto
rs a
nd s
egm
ents
Nat
ure
of d
esig
n:
Des
igne
rs m
ust c
onsi
der t
he m
arke
t whe
n ta
rget
ing
thei
r pro
duct
, ser
vice
or s
yste
m. T
he s
mal
ler t
he
sect
or, t
he m
ore
the
targ
et a
udie
nce
will
hav
e in
co
mm
on. C
ompa
nies
may
dec
ide
to c
ompe
te in
the
who
le m
arke
t or o
nly
in s
egm
ents
that
are
att
ract
ive
and/
or fa
mili
ar. A
des
igne
r’s u
nder
stan
ding
of t
he
iden
tifie
d m
arke
t is
esse
ntia
l. (2
.6)
Conc
epts
and
pri
ncip
les:
•Ca
tego
ries
of m
arke
t sec
tors
•Th
e in
fluen
ce o
f mar
ket s
ecto
rs
•Cl
assi
ficat
ions
of c
onsu
mer
mar
ket s
egm
ents
: in
com
e, p
rofe
ssio
n, a
ge, f
amily
, val
ues,
be
havi
our
•Th
e de
velo
pmen
t of a
pro
duct
fam
ily
Gui
danc
e:
•Br
oad
cate
gorie
s of
mar
ket s
ecto
rs in
clud
e ge
ogra
phic
al s
ecto
rs fo
cusi
ng o
n va
lues
, cul
ture
an
d ch
arac
teris
tics
of p
urch
aser
s in
a p
artic
ular
re
gion
and
pur
chas
ing
pow
er; c
lient
-bas
ed
sect
ors
focu
sing
on
cons
umer
s, in
dust
rial,
publ
ic
sect
or a
nd c
omm
erci
al
•H
ow c
ompa
nies
take
into
acc
ount
mar
ket
sect
ors
in th
e de
sign
and
man
ufac
ture
of
prod
ucts
•Ex
ampl
es o
f pro
duct
s de
sign
ed fo
r onl
y on
e se
ctor
and
pro
duct
s de
sign
ed to
be
sold
to
mor
e th
an o
ne s
ecto
r
•H
ow th
e ne
eds
of th
e m
arke
ts s
egm
ents
list
ed
impa
ct o
n th
e de
sign
of p
rodu
cts
and
scal
e of
pr
oduc
tion
•Ex
ampl
es o
f pro
duct
fam
ilies
Inte
rnat
iona
l-m
inde
dnes
s:
•Tw
o br
oad
cate
gorie
s of
mar
ket s
ecto
rs a
re
geog
raph
ical
- and
clie
nt-b
ased
, with
spe
cific
se
gmen
ts v
aryi
ng g
reat
ly.
Theo
ry o
f kno
wle
dge:
•G
aini
ng in
form
atio
n on
mar
ket s
ecto
rs o
ften
em
ploy
s m
any
of th
e m
etho
ds o
f gai
ning
kn
owle
dge
mos
t clo
sely
ass
ocia
ted
with
the
hum
an s
cien
ces.
Wha
t are
thes
e m
etho
ds o
f ga
inin
g kn
owle
dge,
and
how
do
they
com
pare
to
the
met
hods
use
d in
the
natu
ral s
cien
ces?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 5
and
7
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 6
: By
iden
tifyi
ng th
e m
arke
t sec
tors
and
se
gmen
ts a
pro
duct
will
be
desi
gned
for,
a de
sign
er c
an g
ain
data
dire
ctly
from
the
pers
pect
ive
of th
e po
tent
ial c
onsu
mer
.
Topic 9: Innovation and markets
Design technology guide 77
Esse
ntia
l ide
a: T
he m
arke
ting
mix
is o
ften
cru
cial
whe
n de
term
inin
g a
prod
uct o
r bra
nd’s
offe
ring.
9.3
Mar
keti
ng m
ix
Nat
ure
of d
esig
n:
Empa
thy
for,
and
unde
rsta
ndin
g of
the
targ
et
audi
ence
is d
evel
oped
thro
ugh
thor
ough
ana
lysi
s of
th
e m
arke
t cho
sen.
Thi
s in
form
s se
vera
l fac
tors
: the
st
anda
rds
that
end
use
rs d
eman
d; h
ow a
nd w
here
to
dist
ribut
e an
d se
ll th
e pr
oduc
t; ho
w m
uch
they
are
w
illin
g to
pay
for a
cer
tain
pro
duct
and
its
qual
ity; a
nd
how
to c
omm
unic
ate
the
laun
ch o
f a p
rodu
ct.
Corr
ect
anal
ysis
of t
hese
fact
ors
coul
d de
term
ine
the
succ
ess
or fa
ilure
of a
pro
duct
, des
pite
its
qual
ity. (
3.8)
Conc
epts
and
pri
ncip
les:
•M
arke
ting
mix
—th
e 4P
s: pr
oduc
t, pl
ace,
pric
e,
prom
otio
n
•Pr
oduc
t: st
anda
rdiz
atio
n of
pro
duct
s
•Pl
ace:
impl
icat
ions
of i
nter
net s
ellin
g fo
r a
com
pany
in re
latio
n to
its
supp
ly c
hain
and
di
strib
utio
n ne
twor
k
•St
rate
gies
of s
ettin
g pr
ice:
cos
t-pl
us, d
eman
d pr
icin
g, c
ompe
titor
-bas
ed p
ricin
g, p
rodu
ct li
ne
pric
ing,
psy
chol
ogic
al p
ricin
g
•Pr
omot
ion:
adv
ertis
ing,
pub
licity
, per
sona
l se
lling
Gui
danc
e:
•Co
nsid
er g
over
nmen
t sta
ndar
ds fo
r a p
artic
ular
m
arke
t seg
men
t, co
mpo
nent
sta
ndar
diza
tion
and
indu
stry
-wid
e st
anda
rds
•Ex
ampl
es o
f trig
ger p
rodu
cts
and
incr
emen
tal
prod
ucts
•A
naly
sis
of p
rodu
ct p
ricin
g th
at m
atch
es e
ach
of
the
pric
e se
ttin
g st
rate
gies
•Ex
ampl
es o
f pro
mot
ion
cam
paig
ns fo
r diff
eren
t pr
oduc
ts
Inte
rnat
iona
l-m
inde
dnes
s:
•W
hen
deve
lopi
ng m
arke
ting
cam
paig
ns,
com
pani
es ta
ke a
ccou
nt o
f diff
eren
t cul
ture
s an
d se
ctor
s in
the
targ
et m
arke
t.
Theo
ry o
f kno
wle
dge:
•So
me
adve
rtis
ers
emph
asiz
e th
e “s
cien
ce”
behi
nd th
eir p
rodu
cts.
Doe
s th
is s
ugge
st th
at
som
e pe
ople
may
see
sci
entif
ic k
now
ledg
e as
be
ing
mor
e re
liabl
e th
an k
now
ledg
e in
oth
er
area
s of
kno
wle
dge?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 8 a
nd 1
0
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 7
: Mar
ketin
g is
oft
en a
new
are
a fo
r de
sign
ers
to c
onsi
der.
Expl
orin
g un
fam
iliar
as
pect
s of
inno
vatio
n im
prov
es th
eir
unde
rsta
ndin
g of
the
mar
ket n
eeds
of t
he
prod
ucts
they
are
des
igni
ng.
Topic 9: Innovation and markets
Design technology guide78
Esse
ntia
l ide
a: M
arke
t res
earc
h is
any
org
aniz
ed e
ffor
t to
gath
er in
form
atio
n ab
out m
arke
ts o
r cus
tom
ers.
9.4
Mar
ket r
esea
rch
Nat
ure
of d
esig
n:
Mar
ket r
esea
rch
ofte
n id
entif
ies
how
to im
prov
e th
e pr
oduc
t, se
rvic
e or
sys
tem
and
incr
ease
its
chan
ce
of s
ucce
ss w
ithin
a p
artic
ular
sec
tor o
r seg
men
t. Th
e pr
ice
a us
er is
pre
pare
d to
pay
is u
sual
ly d
eter
min
ed
thro
ugh
mar
ket r
esea
rch.
Thi
s in
turn
set
s an
upp
er
limit
of c
ost t
o th
e de
sign
and
pro
duct
ion
of a
po
tent
ial p
rodu
ct, s
ervi
ce o
r sys
tem
. Mar
ket r
esea
rch
has
a cr
ucia
l rol
e in
det
erm
inin
g th
e co
nstr
aint
s a
desi
gner
has
to w
ork
with
in. (
1.5)
Conc
epts
and
pri
ncip
les:
•Pu
rpos
e of
mar
ket r
esea
rch
•Co
nsum
ers’
reac
tion
to te
chno
logy
and
gre
en
desi
gn, a
nd s
ubse
quen
t im
pact
on
desi
gn
deve
lopm
ent a
nd m
arke
t seg
men
tatio
n
•M
arke
t res
earc
h st
rate
gies
Gui
danc
e:
•Th
e pu
rpos
e of
mar
ket r
esea
rch
incl
udes
idea
ge
nera
tion
and
deve
lopm
ent;
eval
uatin
g m
arke
t po
tent
ial a
nd e
cono
mic
tren
ds; c
olle
ctin
g da
ta re
latin
g to
dem
ogra
phic
s, fa
mily
role
s,
cons
umer
s; id
entif
ying
sui
tabl
e pr
omot
iona
l st
rate
gies
; con
side
ring
tech
nolo
gica
l tre
nds
and
scie
ntifi
c ad
vanc
es
•M
arke
t res
earc
h st
rate
gies
incl
ude
liter
atur
e se
arch
, exp
ert a
ppra
isal
, use
r tria
l, us
er re
sear
ch,
perc
eptu
al m
appi
ng a
nd e
nviro
nmen
tal
scan
ning
•A
dvan
tage
s an
d di
sadv
anta
ges
of e
ach
mar
ket r
esea
rch
stra
tegy
con
side
ring
the
natu
re, r
elia
bilit
y an
d co
st o
f the
rese
arch
and
im
port
ance
to th
e de
sign
dev
elop
men
t pro
cess
Inte
rnat
iona
l-m
inde
dnes
s:
•D
eter
min
ing
the
purp
ose
of m
arke
t res
earc
h al
low
s de
sign
ers
to c
lear
ly id
entif
y w
ho n
eeds
to
be in
clud
ed a
nd th
eir d
iffer
ing
requ
irem
ents
.
Theo
ry o
f kno
wle
dge:
•W
hat a
re th
e as
sum
ptio
ns th
at u
nder
lie
met
hods
use
d to
gai
n kn
owle
dge
in th
is a
rea?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 5
and
7
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 1
: Oft
en d
esig
ners
will
wor
k on
pro
ject
s th
at h
ave
new
and
radi
cally
unf
amili
ar c
onte
xts.
Th
is w
ill d
eepe
n th
eir u
nder
stan
ding
of m
arke
t re
sear
ch, e
quip
ping
them
with
a ra
nge
of to
ols
and
skill
s th
at th
ey c
an e
mpl
oy in
man
y ar
eas
of
life
and
empo
wer
ing
them
as
lifel
ong
lear
ners
.
Topic 9: Innovation and markets
Design technology guide 79
Esse
ntia
l ide
a: B
rand
ing
crea
tes
an id
entit
y fo
r a p
rodu
ct o
r com
pany
, whi
ch m
akes
it d
istin
ct fr
om a
noth
er a
nd c
an p
rovi
de a
dded
val
ue.
9.5
Bran
ding
Nat
ure
of d
esig
n:
In o
rder
to d
iffus
e pr
oduc
ts in
to th
e m
arke
tpla
ce,
the
iden
tity
of a
com
pany
is ty
pica
lly e
mbo
died
in
a b
rand
. The
bra
nd is
com
mun
icat
ed to
the
cons
umer
thro
ugh
a va
lue
prop
ositi
on. D
esig
ners
he
lp to
com
mun
icat
e th
is b
y: b
uild
ing
a st
rong
use
r ex
perie
nce
arou
nd th
e br
and
iden
tity;
det
erm
inin
g co
nten
t des
ign;
est
ablis
hing
the
tone
of m
essa
ge
thro
ugh
adve
rtis
emen
ts; p
rom
otio
n. (3
.9)
Conc
epts
and
pri
ncip
les:
•Br
and
loya
lty
•H
ow b
rand
s ap
peal
to d
iffer
ent m
arke
t se
gmen
ts
•Th
e di
ffer
ence
bet
wee
n a
trad
emar
k an
d re
gist
ered
des
ign
•Th
e im
plic
atio
ns fo
r a c
ompa
ny o
f pos
itive
and
ne
gativ
e pu
blic
ity o
n br
and
imag
e
•Co
ntrib
utio
n of
pac
kagi
ng to
bra
nd id
entit
y
•Ef
fect
s of
pro
duct
bra
ndin
g
•Ev
alua
ting
the
glob
al im
pact
of b
rand
ing
Gui
danc
e:
•Ex
ampl
es o
f pos
itive
and
neg
ativ
e ef
fect
s of
pr
oduc
t bra
ndin
g on
diff
eren
t mar
ket s
egm
ents
•Ex
ampl
es o
f pro
duct
s af
fect
ed b
y br
andi
ng o
n a
glob
al s
cale
Inte
rnat
iona
l-m
inde
dnes
s:
•A
glo
bally
reco
gniz
ed a
nd a
ppea
ling
bran
d al
low
s or
gani
zatio
ns a
nd c
ompa
nies
to e
ngag
e w
ith g
loba
l mar
kets
. Thi
s ra
ises
eth
ical
issu
es
with
som
e pr
oduc
ts.
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 3
, 5 a
nd 6
•Bu
sine
ss m
anag
emen
t top
ic 4
Aim
s:
•A
im 4
: A b
rand
enc
apsu
late
s th
e id
entit
y of
a
com
pany
and
its
prod
ucts
. The
bra
nd d
esig
ner
need
s to
ens
ure
that
the
mes
sage
of a
com
pany
is
com
mun
icat
ed c
lear
ly a
nd c
reat
ivel
y to
allo
w
them
to s
tand
out
from
the
com
petit
ion.
80 Design technology guide8080
Add
ition
al h
ighe
r lev
el to
pics
Topi
c 10
: Com
mer
cial
pro
duct
ion
15 h
ours
Esse
ntia
l ide
a: Ju
st in
tim
e an
d ju
st in
cas
e ar
e op
posi
ng p
rodu
ctio
n st
rate
gies
util
ized
by
the
man
ufac
ture
r.
10.1
Jus
t in
tim
e (J
IT) a
nd ju
st in
cas
e (J
IC)
Nat
ure
of d
esig
n:
Whi
le in
vent
ory
crea
tes
a sa
fety
net
for c
ompa
nies
, m
aint
enan
ce a
nd p
oten
tial w
aste
of r
esou
rces
can
ha
ve s
igni
fican
t im
plic
atio
ns fo
r com
pani
es a
nd
the
envi
ronm
ent.
Man
ufac
ture
rs m
ust e
valu
ate
and
anal
yse
each
mar
ket a
nd d
eter
min
e w
heth
er a
JIT
or
JIC
stra
tegy
is th
e be
st to
follo
w. (
2.7)
Conc
epts
and
pri
ncip
les:
•Ju
st in
cas
e (J
IC)
•Ju
st in
tim
e (J
IT)
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of JI
C an
d JI
T
Inte
rnat
iona
l-m
inde
dnes
s:
•Ef
fect
ive
busi
ness
pro
cess
es a
nd p
ract
ices
de
velo
ped
in s
ome
coun
trie
s ha
ve b
een
expo
rted
suc
cess
fully
.
Theo
ry o
f kno
wle
dge:
•M
anuf
actu
rers
dec
ide
whe
ther
to p
ursu
e JI
T or
JIC
as a
pro
duct
ion
stra
tegy
dep
endi
ng o
n th
eir p
erce
ptio
n of
whe
re th
e m
arke
t is
goin
g.
To w
hat e
xten
t do
diff
eren
t are
as o
f kno
wle
dge
inco
rpor
ate
doub
t as
a pa
rt o
f the
ir m
etho
ds?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
c 4
•Bu
sine
ss m
anag
emen
t top
ic 5
Aim
s:
•A
im 2
: An
in-d
epth
kno
wle
dge
and
unde
rsta
ndin
g of
the
pote
ntia
l suc
cess
of a
pr
oduc
t can
lead
man
ufac
ture
rs to
dec
ide
in fa
vour
of J
IC o
r JIT
. Thi
s ca
n va
ry fr
om o
ne
prod
uct t
o th
e ne
xt a
nd re
quire
s ex
perie
nce
and
intu
ition
.
Topic 10: Commercial production
Design technology guide 81
Esse
ntia
l ide
a: L
ean
prod
uctio
n ai
ms
to e
limin
ate
was
te a
nd m
axim
ize
the
valu
e of
a p
rodu
ct b
ased
on
the
pers
pect
ive
of th
e co
nsum
er.
10.2
Lea
n pr
oduc
tion
Nat
ure
of d
esig
n:
Lean
pro
duct
ion
cons
ider
s pr
oduc
t and
pro
cess
de
sign
as
an o
ngoi
ng a
ctiv
ity a
nd n
ot a
one
-off
task
, an
d sh
ould
be
view
ed a
s a
long
-ter
m s
trat
egy.
(3.5
)
Conc
epts
and
pri
ncip
les:
•Ch
arac
teris
tics
of le
an p
rodu
ctio
n
•Pr
inci
ples
of l
ean
prod
uctio
n
•Va
lue
stre
am m
appi
ng
•W
orkf
low
ana
lysi
s
•Pr
oduc
t fam
ily
•Ro
le o
f the
wor
kfor
ce
•Ka
izen
•Le
ad ti
me
•Th
e 5
Ss: s
ortin
g, s
tabi
lizin
g, s
hini
ng,
stan
dard
izin
g, s
usta
inin
g th
e pr
actic
e
•Th
e 7
was
tes:
over
prod
uctio
n, w
aitin
g,
tran
spor
ting,
inap
prop
riate
pro
cess
ing,
un
nece
ssar
y in
vent
ory,
unn
eces
sary
/exc
ess
mot
ion,
def
ects
Gui
danc
e:
•Ch
arac
teris
tics
of le
an p
rodu
ctio
n in
clud
e JI
T su
pplie
s; hi
ghly
trai
ned
mul
ti-sk
illed
wor
kfor
ce;
qual
ity c
ontr
ol a
nd c
ontin
uous
impr
ovem
ent;
zero
def
ects
, zer
o in
vent
ory
•Pr
inci
ples
of l
ean
prod
uctio
n in
clud
e: e
limin
atin
g w
aste
; min
imiz
ing
inve
ntor
y; m
axim
izin
g flo
w;
pulli
ng p
rodu
ctio
n fro
m c
usto
mer
dem
and;
m
eetin
g cu
stom
er re
quire
men
ts; d
oing
it ri
ght f
irst
time;
em
pow
erin
g w
orke
rs; d
esig
ning
for r
apid
ch
ange
over
; par
tner
ing
with
supp
liers
; cre
atin
g a
cultu
re o
f con
tinuo
us im
prov
emen
t (ka
izen
)
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e im
plem
enta
tion
of le
an p
rodu
ctio
n ha
s be
nefit
s fo
r the
glo
bal e
nviro
nmen
t.
Theo
ry o
f kno
wle
dge:
•Th
e im
port
ance
of t
he in
divi
dual
is re
cogn
ized
in
des
ign
proc
esse
s. Is
this
the
case
in o
ther
ar
eas
of k
now
ledg
e?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 4, 5
and
8
•En
viro
nmen
tal s
yste
ms
and
soci
etie
s to
pic
1
Aim
s:
•A
im 9
: The
role
of t
he w
orkf
orce
in le
an
prod
uctio
n is
par
amou
nt, r
elyi
ng o
n th
eir
wis
dom
and
exp
erie
nce
to im
prov
e th
e pr
oces
s,
redu
cing
was
te, c
ost a
nd p
rodu
ctio
n tim
e.
Reco
gniz
ing
this
resu
lts in
mot
ivat
ed w
orkf
orce
s w
hose
inte
rest
s ar
e in
the
succ
ess
of th
e pr
oduc
t.
Topic 10: Commercial production
Design technology guide82
10.2
Lea
n pr
oduc
tion
•Th
e ro
le o
f the
wor
kfor
ce in
clud
es tr
aini
ng,
devo
lutio
n in
pow
er re
latin
g to
pro
cess
im
prov
emen
t and
kai
zen
•Co
nsid
er th
e co
ntrib
utio
n of
val
ue s
trea
m
map
ping
and
wor
kflo
w a
naly
sis
to th
e de
sign
of
an e
ffec
tive
lean
pro
duct
ion
met
hod
•A
dvan
tage
s an
d di
sadv
anta
ges
of le
an
prod
uctio
n
Topic 10: Commercial production
Design technology guide 83
Esse
ntia
l ide
a: C
ompu
ter-
inte
grat
ed m
anuf
actu
ring
uses
com
pute
rs to
aut
omat
ical
ly m
onito
r and
con
trol
the
entir
e pr
oduc
tion
of a
pro
duct
.
10.3
Com
pute
r int
egra
ted
man
ufac
turi
ng (C
IM)
Nat
ure
of d
esig
n:
Whe
n co
nsid
erin
g de
sign
for m
anuf
actu
re (D
fM),
desi
gner
s sh
ould
be
able
to in
tegr
ate
com
pute
rs
from
the
earli
est s
tage
of d
esig
n. T
his
requ
ires
know
ledg
e an
d ex
perie
nce
of th
e m
anuf
actu
ring
proc
esse
s av
aila
ble
to e
nsur
e in
tegr
atio
n is
eff
icie
nt
and
effe
ctiv
e. T
hrou
gh th
e in
tegr
atio
n of
com
pute
rs,
the
rate
of p
rodu
ctio
n ca
n be
incr
ease
d an
d er
rors
in
man
ufac
turin
g ca
n be
redu
ced
or e
limin
ated
, al
thou
gh th
e m
ain
adva
ntag
e is
the
abili
ty to
cre
ate
auto
mat
ed m
anuf
actu
ring
proc
esse
s. (1
.16)
Conc
epts
and
pri
ncip
les:
•El
emen
ts o
f CIM
: des
ign,
pla
nnin
g, p
urch
asin
g,
cost
acc
ount
ing,
inve
ntor
y co
ntro
l, di
strib
utio
n
•CI
M a
nd s
cale
s of
pro
duct
ion
Gui
danc
e:
•A
dvan
tage
s an
d di
sadv
anta
ges
of C
IM in
rela
tion
to in
itial
inve
stm
ent a
nd m
aint
enan
ce
•A
dvan
tage
s an
d di
sadv
anta
ges
of C
IM in
rela
tion
to d
iffer
ent p
rodu
ctio
n sy
stem
s
Inte
rnat
iona
l-m
inde
dnes
s:
•A
CIM
sys
tem
allo
ws
for e
ffic
ient
glo
bal
wor
kflo
w a
nd d
istr
ibut
ion.
Theo
ry o
f kno
wle
dge:
•Te
chno
logy
has
a p
rofo
und
influ
ence
in d
esig
n.
How
hav
e ot
her a
reas
of k
now
ledg
e be
en
influ
ence
d by
tech
nolo
gy?
Uti
lizat
ion:
•D
esig
n te
chno
logy
4 a
nd 8
Aim
s:
•A
im 8
: The
inte
grat
ion
of c
ompu
ter c
ontr
ol in
to
man
ufac
turin
g ca
n st
ream
line
syst
ems,
neg
atin
g th
e ne
ed fo
r tim
e-co
nsum
ing
activ
ities
, suc
h as
st
ockt
akin
g, b
ut a
lso
redu
cing
the
size
of t
he
wor
kfor
ce.
Topic 10: Commercial production
Design technology guide84
Esse
ntia
l ide
a: Q
ualit
y m
anag
emen
t foc
uses
on
prod
ucin
g pr
oduc
ts o
f con
sist
ent r
equi
red
qual
ity.
10.4
Qua
lity
man
agem
ent
Nat
ure
of d
esig
n:
Des
igne
rs s
houl
d en
sure
that
the
qual
ity o
f pro
duct
s is
con
sist
ent t
hrou
gh d
evel
opm
ent o
f det
aile
d m
anuf
actu
ring
requ
irem
ents
. The
y al
so n
eed
to fo
cus
on th
e m
eans
to a
chie
ve it
. The
impo
rtan
ce o
f qua
lity
man
agem
ent t
hrou
gh q
ualit
y co
ntro
l (Q
C), s
tatis
tical
pr
oces
s co
ntro
l (SP
C) a
nd q
ualit
y as
sura
nce
(QA
) re
duce
s th
e po
tent
ial w
aste
of r
esou
rces
. (1.
5)
Conc
epts
and
pri
ncip
les:
•Q
ualit
y co
ntro
l (Q
C)
•St
atis
tical
pro
cess
con
trol
(SPC
)
•Q
ualit
y as
sura
nce
(QA
)
Gui
danc
e:
•H
ow Q
C at
sou
rce
elim
inat
es w
aste
from
def
ects
•H
ow c
ontin
uous
mon
itorin
g en
sure
s th
at
mac
hine
s pe
rfor
m to
the
pre-
dete
rmin
ed
stan
dard
/qua
lity
•H
ow Q
C, S
PC a
nd Q
A c
ontr
ibut
e to
qua
lity
man
agem
ent
•Th
e di
ffer
ence
s be
twee
n Q
C, S
PC a
nd Q
A
Inte
rnat
iona
l-m
inde
dnes
s:
•Ef
fect
ive
qual
ity m
anag
emen
t can
hav
e m
ajor
be
nefit
s fo
r the
env
ironm
ent.
Theo
ry o
f kno
wle
dge:
•Th
ere
are
com
mon
ly a
ccep
ted
way
s of
ass
urin
g qu
ality
in d
esig
n. H
ow d
o ot
her a
reas
of
know
ledg
e en
sure
the
qual
ity o
f the
ir ou
tput
s?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 3, 4
, 5 a
nd 8
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Bu
sine
ss m
anag
emen
t top
ic 5
Aim
s:
•A
im 3
: The
impl
emen
tatio
n of
qua
lity
man
agem
ent s
trat
egie
s re
quire
s a
criti
cal a
nd
com
plet
e un
ders
tand
ing
of th
e ne
eds
of a
pr
oduc
t. To
ens
ure
effic
ienc
y an
d ef
ficac
y, th
ese
mea
sure
s ne
ed to
be
desi
gned
into
the
prod
uct
and
its p
rodu
ctio
n sy
stem
.
Topic 10: Commercial production
Design technology guide 85
Esse
ntia
l ide
a: D
esig
ners
mus
t con
side
r the
eco
nom
ic v
iabi
lity
of th
eir d
esig
ns fo
r the
m to
gai
n a
plac
e in
the
mar
ket.
10.5
Eco
nom
ic v
iabi
lity
Nat
ure
of d
esig
n:
Des
igne
rs n
eed
to c
onsi
der h
ow th
e co
sts
of m
ater
ials
, m
anuf
actu
ring
proc
esse
s, s
cale
of p
rodu
ctio
n an
d la
bour
con
trib
ute
to th
e re
tail
cost
of a
pro
duct
. St
rate
gies
for m
inim
izin
g th
ese
cost
s at
the
desi
gn
stag
e ar
e m
ost e
ffec
tive
to e
nsur
e th
at a
pro
duct
is
affo
rdab
le a
nd c
an g
ain
a fin
anci
al re
turn
. (1.
15)
Conc
epts
and
pri
ncip
les:
•Co
st-e
ffec
tiven
ess
•Va
lue
for m
oney
•Co
stin
g ve
rsus
pric
ing:
fixe
d co
sts,
var
iabl
e co
sts,
co
st a
naly
sis,
bre
ak-e
ven
•Pr
icin
g st
rate
gies
: pric
e-m
inus
str
ateg
y, re
tail
pric
e, w
hole
sale
pric
e, ty
pica
l man
ufac
turin
g pr
ice,
targ
et c
osts
, ret
urn
on in
vest
men
t, un
it co
st, s
ales
vol
ume,
fina
ncia
l ret
urn
Gui
danc
e:
•Th
e re
latio
nshi
p be
twee
n w
hat a
pro
duct
is
wor
th a
nd h
ow m
uch
it co
sts
•Ca
lcul
atio
n of
pric
es b
ased
on
the
liste
d pr
icin
g st
rate
gies
Inte
rnat
iona
l-m
inde
dnes
s:
•Th
e co
st e
ffec
tiven
ess
of a
pro
duct
can
de
term
ine
whe
ther
it c
an e
nter
eco
nom
ical
ly
dive
rse
natio
nal a
nd in
tern
atio
nal m
arke
ts.
Theo
ry o
f kno
wle
dge:
•Th
e re
tail
pric
e of
a p
rodu
ct is
par
tly b
ased
on
evid
ence
of i
ts p
oten
tial p
ositi
on in
the
mar
ket.
Wha
t cou
nts
as e
vide
nce
in v
ario
us a
reas
of
know
ledg
e?
Uti
lizat
ion:
•D
esig
n te
chno
logy
topi
cs 2
, 4, 5
and
9
•D
esig
n te
chno
logy
inte
rnal
ass
essm
ent
•Ec
onom
ics
topi
c 1
Aim
s:
•A
im 7
: The
eco
nom
ic v
iabi
lity
of a
pro
duct
is
para
mou
nt fo
r des
igne
rs if
they
are
to g
et th
eir
prod
uct i
nto
prod
uctio
n. U
nder
stan
ding
how
to
des
ign
a pr
oduc
t to
spec
ifica
tion,
at l
owes
t co
st a
nd to
the
appr
opria
te q
ualit
y w
hile
giv
ing
adde
d va
lue,
can
det
erm
ine
the
rela
tions
hip
betw
een
wha
t a p
rodu
ct is
wor
th a
nd h
ow
muc
h it
cost
s.
Design technology guide8686
Assessment
Assessment in the Diploma Programme
GeneralAssessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB.
There are two types of assessment identified by the IB.
• Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in order to help develop students’ understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.
• Summative assessment gives an overview of previous learning and is concerned with measuring student achievement.
The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices (2010) document.
The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment judges students’ work by their performance in relation to identified levels of attainment, and not in relation to the work of other students. For further information on assessment within the Diploma Programme please refer to the publication Diploma Programme assessment: Principles and practice (2009).
To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety of resources can be found on the OCC or purchased from the IB store (http://store.ibo.org). Additional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store.
Methods of assessmentThe IB uses several methods to assess work produced by students.
Assessment criteriaAssessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses.
Assessment in the Diploma Programme
Design technology guide 87
Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.
MarkbandsMarkbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor.
Analytic markschemesAnalytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response.
Marking notesFor some assessment components marked using assessment criteria, marking notes are provided. Marking notes give guidance on how to apply assessment criteria to the particular requirements of a question.
Inclusive assessment arrangementsInclusive assessment arrangements are available for candidates with assessment access requirements. These arrangements enable candidates with diverse needs to access the examinations and demonstrate their knowledge and understanding of the constructs being assessed.
The IB document Candidates with assessment access requirements provides details on all the inclusive assessment arrangements available to candidates with learning support requirements. The IB document Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes outlines the position of the IB with regard to candidates with diverse learning needs in the IB programmes. For candidates affected by adverse circumstances, the IB documents General regulations: Diploma Programme (2011) and the Handbook of procedures for the Diploma Programme provide details on access consideration.
Responsibilities of the schoolThe school is required to ensure that equal access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes.
Design technology guide8888
Assessment
Assessment outline—SL
First assessment 2016
Component Overall weighting (%)
Approximate weighting of objectives (%)
Duration (hours)
1+2 3
Paper 1 30 30 ¾
Paper 2 30 12 18 1½
Internal assessmentDesign project
40All assessment objectives are tested
equally40
Design technology guide 8989
Assessment
Assessment outline—HL
First assessment 2016
Component Overall weighting (%)
Approximate weighting of objectives (%)
Duration (hours)
1+2 3
Paper 1 20 20 1
Paper 2 20 8 12 1½
Paper 3 20 10 10 1½
Internal assessmentDesign project
40All assessment objectives are tested
equally60
Design technology guide9090
Assessment
External assessment
The method used to assess students is through detailed markschemes specific to each examination paper (except paper 1, multiple-choice).
External assessment details—SL
Paper 1Duration: ¾ hourWeighting: 30%Marks: 30• 30 multiple-choice questions on the core material.
• The questions on paper 1 test assessment objectives 1 and 2.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
Paper 2Duration: 1½ hoursWeighting: 30%Marks: 50• Section A: one data-based question and several short-answer questions on the core material (all
compulsory). Maximum of 30 marks.
• Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• This paper is common with HL paper 2.
External assessment details—HL
Paper 1Duration: 1 hourWeighting: 20%Marks: 40• 40 multiple-choice questions on the core and HL extension material.
• The questions on paper 1 test assessment objectives 1 and 2.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
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Paper 2Duration: 1½ hoursWeighting: 20%Marks: 50• Section A: one data-based question and several short-answer questions on the core material (all
compulsory). Maximum of 30 marks.
• Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• This paper is common with SL paper 2.
Paper 3Duration: 1½ hoursWeighting: 20%Marks: 40• Section A: two structured questions on the HL extension material, both compulsory and each worth a
maximum of 10 marks.
• Section B: one structured question on the HL extension material based on a case study. Maximum of 20 marks.
• The use of calculators is permitted. (See calculator section on the OCC.)
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Assessment
Internal assessment
Purpose of internal assessmentInternal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.
The internal assessment requirements at SL and at HL are different. The first four assessment criteria (A–D) are common between SL and HL; however, HL design projects have additional requirements, which are assessed using two additional criteria (E and F). This internal assessment section of the guide should be read in conjunction with the internal assessment section of the teacher support material.
Guidance and authenticityThe work submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with:
• the requirements of the type of work to be internally assessed
• the IB animal experimentation policy
• the assessment criteria; students must understand that the work submitted for assessment must address these criteria effectively.
Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. As part of the learning process, teachers should read and give advice to students on one draft of the work. The teacher should provide oral or written advice on how the work could be improved, but not edit the draft. The next version handed to the teacher must be the final version for submission.
It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own. Where collaboration between students is permitted, it must be clear to all students what the difference is between collaboration and collusion.
All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed academic misconduct. Each student must confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work it cannot be retracted. The requirement to confirm the authenticity of work applies to the work of all students, not just the sample work that will be submitted to
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the IB for the purpose of moderation. For further details refer to the IB publication Academic honesty (2011), The Diploma Programme: From principles into practice (2009) and the relevant articles in General regulations: Diploma Programme (2011).
Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following:
• the student’s initial proposal
• the first draft of the written work
• the references cited
• the style of writing compared with work known to be that of the student
• the analysis of the work by a web-based plagiarism detection service such as http://www.turnitin.com.
The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay.
Group workEach design project is an individual piece of work based on different research collected.
It should be made clear to students that all work connected with the writing of the design project, should be their own. It is therefore helpful if teachers try to encourage in students a sense of responsibility for their own learning so that they accept a degree of ownership and take pride in their own work.
Time allocationInternal assessment is an integral part of the design technology course, contributing 40% to the final assessment in the SL and the HL courses. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work, as well as the total time allocated to carry out the work.
It is recommended that a total of approximately 40 hours (SL) and 60 hours (HL) should be allocated to the work. This should include:
• time for the teacher to explain to students the requirements of the internal assessment
• class time for students to work on the internal assessment component and ask questions
• time for consultation between the teacher and each student
• time to review and monitor progress, and to check authenticity.
Safety requirements and recommendationsWhile teachers are responsible for following national or local guidelines, which may differ from country to country, attention should be given to the guidelines below, which were developed for the International Council of Associations for Science Education (ICASE) Safety Committee by The Laboratory Safety Institute (LSI).
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It is a basic responsibility of everyone involved to make safety and health an ongoing commitment. Any advice given will acknowledge the need to respect the local context, the varying educational and cultural traditions, the financial constraints and the legal systems of differing countries.
The Laboratory Safety Institute’s Laboratory Safety Guidelines ...40 suggestions for a safer lab
Steps Requiring Minimal Expense1. Have a written health, safety and environmental affairs (HS&E) policy statement.
2. Organize a departmental HS&E committee of employees, management, faculty, staff and students that will meet regularly to discuss HS&E issues.
3. Develop an HS&E orientation for all new employees and students.
4. Encourage employees and students to care about their health and safety and that of others.
5. Involve every employee and student in some aspect of the safety program and give each specific responsibilities.
6. Provide incentives to employees and students for safety performance.
7. Require all employees to read the appropriate safety manual. Require students to read the institution’s laboratory safety rules. Have both groups sign a statement that they have done so, understand the contents, and agree to follow the procedures and practices. Keep these statements on file in the department office
8. Conduct periodic, unannounced laboratory inspections to identify and correct hazardous conditions and unsafe practices. Involve students and employees in simulated OSHA inspections.
9. Make learning how to be safe an integral and important part of science education, your work, and your life.
10. Schedule regular departmental safety meetings for all students and employees to discuss the results of inspections and aspects of laboratory safety.
11. When conducting experiments with hazards or potential hazards, ask yourself these questions:
– What are the hazards?
– What are the worst possible things that could go wrong?
– How will I deal with them?
– What are the prudent practices, protective facilities and equipment necessary to minimize the risk of exposure to the hazards?
12. Require that all accidents (incidents) be reported, evaluated by the departmental safety committee, and discussed at departmental safety meetings.
13. Require every pre-lab/pre-experiment discussion to include consideration of the health and safety aspects.
14. Don’t allow experiments to run unattended unless they are failsafe.
15. Forbid working alone in any laboratory and working without prior knowledge of a staff member.
16. Extend the safety program beyond the laboratory to the automobile and the home.
17. Allow only minimum amounts of flammable liquids in each laboratory.
18. Forbid smoking, eating and drinking in the laboratory.
19. Do not allow food to be stored in chemical refrigerators.
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20. Develop plans and conduct drills for dealing with emergencies such as fire, explosion, poisoning, chemical spill or vapour release, electric shock, bleeding and personal contamination.
21. Require good housekeeping practices in all work areas.
22. Display the phone numbers of the fire department, police department, and local ambulance either on or immediately next to every phone.
23. Store acids and bases separately. Store fuels and oxidizers separately.
24. Maintain a chemical inventory to avoid purchasing unnecessary quantities of chemicals.
25. Use warning signs to designate particular hazards.
26. Develop specific work practices for individual experiments, such as those that should be conducted only in a ventilated hood or involve particularly hazardous materials. When possible most hazardous experiments should be done in a hood.
Steps Requiring Moderate Expense27. Allocate a portion of the departmental budget to safety.
28. Require the use of appropriate eye protection at all times in laboratories and areas where chemicals are transported.
29. Provide adequate supplies of personal protective equipment—safety glasses, goggles, face shields, gloves, lab coats and bench top shields.
30. Provide fire extinguishers, safety showers, eye wash fountains, first aid kits, fire blankets and fume hoods in each laboratory and test or check monthly.
31. Provide guards on all vacuum pumps and secure all compressed gas cylinders.
32. Provide an appropriate supply of first aid equipment and instruction on its proper use.
33. Provide fireproof cabinets for storage of flammable chemicals.
34. Maintain a centrally located departmental safety library:
– “Safety in School Science Labs”, Clair Wood, 1994, Kaufman & Associates, 101 Oak Street, Wellesley, MA 02482
– “The Laboratory Safety Pocket Guide”, 1996, Genium Publisher, One Genium Plaza, Schnectady, NY
– “Safety in Academic Chemistry Laboratories”, ACS, 1155 Sixteenth Street NW, Washington, DC 20036
– “Manual of Safety and Health Hazards in The School Science Laboratory”, “Safety in the School Science Laboratory”, “School Science Laboratories: A Guide to Some Hazardous Substances”, Council of State Science Supervisors (now available only from LSI)
– “Handbook of Laboratory Safety”, 4th Edition, CRC Press, 2000 Corporate Boulevard NW, Boca Raton, FL 33431
– “Fire Protection Guide on Hazardous Materials”, National Fire Protection Association, Batterymarch Park, Quincy, MA 02269
– “Prudent Practices in the Laboratory: Handling and Disposal of Hazardous Chemicals”, 2nd Edition, 1995
– “Biosafety in the Laboratory”, National Academy Press, 2101 Constitution Avenue, NW, Washington, DC 20418
– “Learning By Accident”, Volumes 1–3, 1997–2000, The Laboratory Safety Institute, Natick, MA 01760
(All are available from LSI.)
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35. Remove all electrical connections from inside chemical refrigerators and require magnetic closures.
36. Require grounded plugs on all electrical equipment and install ground fault interrupters (GFIs) where appropriate.
37. Label all chemicals to show the name of the material, the nature and degree of hazard, the appropriate precautions, and the name of the person responsible for the container.
38. Develop a program for dating stored chemicals and for recertifying or discarding them after predetermined maximum periods of storage.
39. Develop a system for the legal, safe and ecologically acceptable disposal of chemical wastes.
40. Provide secure, adequately spaced, well ventilated storage of chemicals.
Using assessment criteria for internal assessmentFor internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific achievement levels, together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.
Teachers must judge the internally assessed work at SL and at HL against the criteria using the level descriptors.
• There are four common criteria used to assess both SL and HL; however, HL is assessed using two additional criteria.
• The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by the student, using the best-fit model. A best-fit approach means that compensation should be made when a piece of work matches different aspects of a criterion at different levels. The mark awarded should be one that most fairly reflects the balance of achievement against the criterion. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded.
• When assessing a student’s work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student’s work should be chosen.
• Where there are two or more marks available within a level, teachers should award the upper marks if the student’s work demonstrates the qualities described to a great extent; the work may be close to achieving marks in the level above. Teachers should award the lower marks if the student’s work demonstrates the qualities described to a lesser extent; the work may be close to achieving marks in the level below.
• Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.
• Teachers should not think in terms of a pass or fail boundary, but should concentrate on identifying the appropriate descriptor for each assessment criterion.
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• The highest level descriptors do not imply faultless performance but should be achievable by a student. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed.
• A student who attains a high achievement level in relation to one criterion will not necessarily attain high achievement levels in relation to the other criteria. Similarly, a student who attains a low achievement level for one criterion will not necessarily attain low achievement levels for the other criteria. Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks.
• It is recommended that the assessment criteria be made available to students.
Practical work and internal assessment
General introductionThe internal assessment (IA) requirement is worth 40% of the final assessment and consists of one design project.
Student work is internally assessed by the teacher and externally moderated by the IB. The performance in IA at both SL and HL is marked against 4 common assessment criteria, with an additional 2 assessment criteria for HL.
The expectations at SL and HL for the 4 common assessment criteria are the same.
The IA task consists of one design project. At SL, this project will be completed in about 40 hours. At HL, this project will be completed in about 60 hours. Each criterion should be addressed in about 10 hours.
Clarifications follow each assessment criterion with further detail of what is expected for each strand of the criterion. Indications of the scope and size of the sections of each project can be found in the clarifications. These amount to approximately 34 A4 pages (or equivalent) at SL and 44 A4 pages (or equivalent) at HL. The maximum page limit at SL is 38 A4 pages (or equivalent). The maximum page limit at HL is 50 A4 pages (or equivalent). These limits should be made clear to the students. The teacher should not award any marks for work on pages over this limit. If selected in the sample for moderation, the examiner will stop reading the project at this limit.
The 4 common assessment criteria are mirrored by the stages of the design cycle, which focuses on invention. The additional two criteria used for HL only extend the scope of the design cycle to include aspects of innovation.
The design project allows a wide range of contexts to be explored through the varying material disciplines of design technology, including product design, food product design, fashion design/textiles, electronic product design, robotics, and so on. The design project addresses many of the learner profile attributes as well.
The task produced should be complex and commensurate with the level of the course. It should require a purposeful research question and the rationale for it. The marked exemplar material produced in the teacher support material demonstrates that the assessment will be rigorous and of the same standard as the assessment in the previous courses.
Exemplars of a range of design contexts appear in the teacher support material.
The assessment criteria are detailed in the following section and are all assessed using a 9 point scale.
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Internal assessment details
SL IA componentDuration: 40 hoursWeighting: 40%• Individual design project
• This design project covers assessment objectives 1, 2, 3 and 4.
• At SL, the design project is assessed against the 4 common criteria:
– Criterion A: Analysis of a design opportunity
– Criterion B: Conceptual design
– Criterion C: Development of a detailed design
– Criterion D: Testing and evaluation
HL IA componentDuration: 60 hoursWeighting: 40%• Individual design project
• This design project covers assessment objectives 1, 2, 3 and 4.
• At HL, the design project is assessed against the 4 common criteria and 2 HL only criteria:
– Criterion A: Analysis of a design opportunity
– Criterion B: Conceptual design
– Criterion C: Development of a detailed design
– Criterion D: Testing and evaluation
– Criterion E: Commercial production
– Criterion F: Marketing strategies
Internal assessment criteria—Common to SL and HL
Criterion A: Analysis of a design opportunityClients and designers establish a design opportunity before engaging with the design process. Establishing the design opportunity often stems from a real-life problem, which needs to be solved. By investigating this problem and design opportunity thoroughly, designers can gain clear direction in the requirements for a product. To meet the requirements of this criterion, students must:
• describe a problem which leads to a design opportunity
• investigate the problem to develop a design brief
• develop marketing and design specifications.
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Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• identifies a problem
• states the key findings from relevant market and user research
• develops a simple brief, which identifies few relevant parameters of the problem
• develops a marketing specification, which states the requirements
• develops a design specification, which states the requirements.
4–6 The student:
• identifies an appropriate problem, which leads to a design opportunity
• describes the key findings from relevant market and user research
• develops a brief, which identifies some of the relevant parameters of the problem
• develops a marketing specification, which outlines the requirements
• develops a design specification, which outlines the requirements.
7–9 The student:
• describes an appropriate problem, which leads to a design opportunity
• explains the key findings from relevant market and user research
• develops a detailed brief, which identifies the relevant parameters of the problem
• develops a marketing specification, which justifies the requirements
• develops a design specification, which justifies the requirements.
Clarifications
Describes an appropriate problem, which leads to a design opportunity
The design problem should be clearly stated using supporting materials, which may include:
• photographs
• extracts from letters, magazines and news articles
• summarized results from questionnaires or interviews.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Explains the key findings from relevant market and user research
The key findings should be provided in a summative form that shows evidence of:
• quantitative and qualitative data collected using a range of techniques and appropriate primary and secondary sources
• an analysis of competing or similar products.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
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Develops a detailed brief which identifies the relevant parameters of the problem
A design brief comprises the expected outcome and broad requirements determined from the market and user research. The feasibility of the project should also be considered.
The evidence for achievement against this strand should be presented in approximately one A4 page or the equivalent.
Develops a marketing specification, which justifies the requirements
Marketing specifications relate to market and user characteristics of the proposed design.
• Target market—Consideration only needs to be given to market sectors and segments.
• Target audience—Differentiate between the target market and the target audience. Characteristics of the users should be established.
• Market analysis—A summary is required of the important information gathered about potential users and the market. An appraisal of economic viability of the proposed design from a market perspective is important taking into account fixed and variable costs and pricing.
• User need—Specifications should identify the essential requirements that the product must satisfy in relation to market and user need.
• Competition—A thorough analysis of competing designs is required to establish the market need.
The marketing specification must be developed from the design brief and research.
The evidence for achievement against this strand should be presented in approximately one A4 page or the equivalent.
Develops a design specification, which justifies the requirements
A design specification details:
• aesthetic requirements
• cost constraints
• customer requirements
• environmental requirements
• size constraints
• safety considerations
• performance requirements and constraints
• materials requirements
• manufacturing requirements.
All of the requirements, constraints and considerations must be specific, feasible and measureable.
The design specification must be developed from the design brief and research.
The evidence for achievement against this strand should be presented in approximately one A4 page or the equivalent.
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Criterion B: Conceptual designOnce the design brief and specifications have been established, designers explore a range of possible concepts through modelling. As the concepts are developed and refined, their feasibility is determined against the specifications, which helps determine the most appropriate ideas to take forward into detailed design development. Students will use concept modelling to develop ideas to meet appropriate specifications, which explore solutions to the problem and justify the most appropriate idea for detailed development.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• demonstrates limited development of few ideas, which explore solutions to the problem
• selects the most appropriate idea for detailed development with no justification.
4–6 The student:
• develops ideas with reference to the specifications, which explore solutions to the problem
• uses concept modelling with limited analysis
• selects the most appropriate idea for detailed development with limited justification.
7–9 The student:
• develops feasible ideas to meet appropriate specifications, which explore solutions to the problem
• uses concept modelling to guide design development
• justifies the most appropriate idea for detailed development.
Clarifications
Develops ideas to meet appropriate specifications which explore solutions to the problem
Ideas must be developed and refined to enable a decision to be made about the preferred design to be developed in detail. This must include:
• generating original ideas
• selecting ideas to incrementally improve them to meet appropriate specifications
• communicating ideas clearly using appropriate techniques
• annotation to identify key features and explain how they meet the design specifications
• undertaking additional research as required to inform development.
The evidence for achievement against this strand should be presented in approximately six A4 pages or the equivalent.
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Uses concept modelling to guide design development
Concept models in the form of sketches, CAD, 2D and 3D models should be used to establish the validity of ideas against specifications before refining ideas through detailed development.
Concept modelling is used to:
• test design ideas to find out if they will meet requirements
• provide feedback, which is used to develop designs further.
Students should consider the appropriate use of conceptual, graphical, physical and CAD models to develop, refine and test their ideas.
The evidence for achievement against this strand should be presented in approximately four A4 pages or the equivalent.
Justifies the most appropriate idea for detailed development
The most appropriate idea should be validated against specifications before development is refined to enable manufacture.
• Evaluate ideas and models against the design specification to identify the most feasible solution.
• Present the most feasible idea.
The evidence for achievement against this strand should be presented in approximately one A4 page or the equivalent.
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Criterion C: Development of a detailed designThe designer needs to refine the concept design chosen further and detail all aspects of it in order to create a testable prototype. Through determining these details, they should develop a detailed design proposal, which includes all details necessary to make the prototype. Students will produce a detailed design proposal and then sequence the manufacturing process in enough detail for a third party to be able to follow to create a prototype.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• lists some appropriate materials and components for a prototype
• lists some appropriate manufacturing techniques for prototype production
• develops a design proposal that includes few details
• produces an incomplete plan that contains some production details.
4–6 The student:
• outlines some appropriate materials and components for a prototype
• outlines some appropriate manufacturing techniques for prototype production
• develops a design proposal that includes most details
• produces a plan for the manufacture of the prototype.
7–9 The student:
• justifies the choice of appropriate materials and components for a prototype
• justifies the choice of appropriate manufacturing techniques for prototype production
• develops an accurate and detailed design proposal
• produces a detailed plan for the manufacture of the prototype.
Clarifications
Justifies the choice of appropriate materials and components for a prototype
• Materials and components are identified and selected according to the requirements of the prototype.
• Valid reasons for their choice need to be provided.
• Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
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Justifies the choice of appropriate manufacturing techniques for prototype production
• Manufacturing techniques are identified and selected according to the requirements of the prototype including joining, cutting, and so on.
• Valid reasons for their choice need to be provided.
• Selection can be justified through many aspects including cost, supply, material choice, working properties of the materials, and so on.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Develops an accurate and detailed design proposal
• Develop the design to take into account the choice of materials, components and manufacturing techniques.
• Use appropriate techniques and methods to finalize the details of the design (CAD, hand drawn, paper/card models)
• Develop designs to sufficient detail for a third party to be able to interpret them correctly
• Include details such as sizes, materials, components, assembly, production methods, and so on.
The evidence for achievement against this strand should be presented in approximately three A4 pages or the equivalent.
Produces a detailed plan for the manufacture of the prototype
An appropriate plan should provide sufficient details including timings, techniques and risk assessment to allow the product to be made by a third party.
Detailed plans could be presented using the following formats.
• Gantt charts
• Flow diagrams
• Tables
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
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Criterion D: Testing and evaluationOnce the detailed design has been determined, a prototype can be created for testing against the marketing and design specifications. The testing should determine the success of the prototype as a solution to the initial problem and will indicate areas of weakness that the prototype has. This then allows for further iterative development. Students will evaluate the success of the solution against the specifications and then suggest how the solution can be improved.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• evaluates the success of the solution against few aspects of the marketing specification with no evidence of testing
• evaluates the success of the solution against few aspects of the design specification with no evidence of testing
• lists how the solution could be improved.
4–6 The student:
• evaluates the success of the solution against some aspects of the marketing specification
• evaluates the success of the solution against some aspects of the design specification
• outlines how the solution could be improved.
7–9 The student:
• evaluates the success of the solution against the marketing specification
• evaluates the success of the solution against the design specification
• explains how the solution could be improved.
Clarifications
Evaluates the success of the solution against the marketing specification
Identify strengths and weaknesses by testing the prototype(s) against the marketing specification in criterion A.
• Target market
• Target audience
• Market analysis
• User need
• Competition
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
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Evaluates the success of the solution against the design specification
Identify strengths and weaknesses by testing the prototype(s) against the design specification in criterion A.
• Cost constraints
• Environmental requirements
• Size constraints
• Safety considerations
• Performance requirements and constraints
• Materials requirements
• Manufacturing requirements
Where possible strengths and weaknesses should be measureable.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Explains how the solution could be improved
Suggest improvements to address weaknesses identified through evaluation against marketing and design specifications.
Improvements should be presented in the form of revised specifications, annotated photographs and drawings, or CAD.
If the finished product does not meet either the market or the design specification, suggest modifications that are valid and feasible to bring the product up to specification.
The evidence for achievement against this strand should be presented in approximately three A4 pages or the equivalent.
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Internal assessment criteria—HL only
Criterion E: Commercial productionAt this stage, prototypes have been developed to demonstrate proof of concept and tested successfully against the criteria detailed in the design brief and specifications. Students will modify their detailed design proposal appropriately for commercial manufacture.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• lists appropriate materials and components for commercial production
• lists appropriate manufacturing techniques for commercial production
• lists design modifications to the solution required for commercial manufacture.
4–6 The student:
• outlines appropriate materials and components for commercial production
• outlines appropriate manufacturing techniques for commercial production
• outlines design modifications to the solution required for commercial manufacture.
7–9 The student:
• justifies the choice of materials and components appropriate for commercial production
• justifies the choice of manufacturing techniques appropriate for commercial production
• explains design modifications to the solution required for commercial manufacture.
Clarifications
Justifies the choice of materials and components appropriate for commercial production
Prototypes need to be modified in order to make them suitable for commercial production with materials and components chosen, which are compatible with the manufacturing process and design specification.
• Materials and components are identified and selected according to the requirements of making the product commercially viable.
• Valid reasons for their choice need to be provided.
• Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
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Justifies the choice of manufacturing techniques appropriate for commercial production
Manufacturing techniques should be appropriate to be effective at the chosen scale of production.
• Manufacturing techniques are identified and selected according to the requirements of making the product commercially viable.
• Valid reasons for their choice need to be provided.
• Selection can be justified through many aspects including cost, supply, material choice, working properties of the materials, and so on.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Explains design modifications to the solution required for commercial manufacture
The detailed design should be modified in order to be compatible with the manufacturing techniques for commercial production and the design specification.
Improvements should be presented in the form of revised specifications, annotated drawings/photographs, or CAD.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Criterion F: Marketing strategiesAn invention becomes an innovation by diffusing into the marketplace. In order to increase the potential for an invention to become an innovation, marketing strategies need to be explored and implemented. Students will consider the implications of diffusing a product into the marketplace by determining the cost-effectiveness of their solution, determining the appropriate target sales price and exploring appropriate promotional strategies.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–3 The student:
• states a target sales price
• lists some promotional strategies for the solution.
4–6 The student:
• identifies a target sales price
• identifies appropriate promotional strategies for the solution.
7–9 The student:
• justifies an appropriate target sales price
• discusses appropriate promotional strategies for the solution.
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Clarifications
Justifies an appropriate target sales price
Evidence is required to justify the target sales price based on competing or similar products market need and break-even point.
Compare the cost of existing products against the cost of making a prototype and adjust costs to suit proposed scale of manufacture.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Discusses appropriate promotional strategies for the solution
Appropriate promotional strategies should be discussed in relation to the suggested initial production run and the nature of the target market. These could include:
• advertising
• sales promotion
• personal selling
• internet marketing
• sponsorship.
The evidence for achievement against this strand should be presented in approximately two A4 pages or the equivalent.
Rationale for practical workAlthough the requirements for IA are centred on the design cycle and do not require students to create their proposed solution themselves, the different types of practical and modelling work (10 hours at SL and 26 hours at HL) that a student may engage in serve other purposes, including:
• illustrating, teaching and reinforcing theoretical concepts
• developing an appreciation of the essential hands-on nature of much design work
• developing an appreciation of designers’ use of secondary data from databases
• developing an appreciation of designers’ use of modelling
• developing an appreciation of the benefits and limitations of design methodology.
Therefore, there is good justification for teachers to conduct further practical activities/investigations beyond that required for the IA scheme.
Practical scheme of workThe practical scheme of work (4/PSOWDTA) is the practical course planned by the teacher and acts as a summary of all the investigative activities carried out by a student. Students at SL and HL in the same subject may carry out some of the same practical activities/investigations.
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Syllabus coverageThe range of practical work carried out should reflect the breadth and depth of the subject syllabus at each level, but it is not necessary to carry out a practical activity/investigation for every syllabus topic. However, all students must participate in the group 4 project and meet the requirements of the IA.
Planning your practical scheme of workTeachers are free to formulate their own practical schemes of work by choosing practical activities/investigations according to the requirements outlined. Their choices should be based on:
• subjects and levels taught
• the needs of their students
• available resources
• teaching styles
Each scheme must include some complex practical activities/investigations that make greater conceptual demands on students. A scheme made up entirely of simple practical activities/investigations, such as ticking boxes or exercises involving filling in tables, will not provide an adequate range of experience for students.
Teachers are encouraged to use the OCC to share ideas about possible practical activities by joining in the discussion forums and adding resources in the subject home pages.
Creating a prototypeStudents are not required to manufacture their own prototype; however, they do require a prototype of their design in order to evaluate and test it when addressing criterion D.
Students are encouraged to manufacture their own prototype; however, this can be outsourced. The prototype must be of sufficient quality so that it can be tested against the design and marketing specifications. Students may require more than one prototype to test fully.
Teacher-directed activities (formative tasks)Time has been allocated in the course for teacher-directed tasks: 10 hours at SL and 26 hours at HL. This time can be used by teachers to direct students:
• to practise and develop appropriate design and practical skills
• to complete a mini-project that can be formatively assessed against the assessment criteria
• to ensure that a prototype is manufactured (by themselves or outsourced) for evaluation as part of the IA.
FlexibilityThe practical programme is flexible enough to allow a wide variety of practical activities/investigations to be carried out. These could include:
• data-gathering exercises such as questionnaires, user trials and surveys
• using databases for secondary data
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• data-analysis exercises
• developing and using different types of modelling techniques and models
• computer simulations and CAD
• focused workshop/laboratory-based practical activities or projects extending over several weeks.
Practical work documentationDetails of the practical scheme of work are recorded on Form 4/PSOWDTA provided in the Handbook of procedures for the Diploma Programme.
Time allocation for practical workThe recommended teaching times for all Diploma Programme courses are 150 hours at SL and 240 hours at HL. Students at SL are required to spend 60 hours, and students at HL 96 hours, on practical activities (excluding time spent writing up work). These times include 10 hours for the group 4 project and 40 hours (SL) and 60 hours (HL) for the IA. The remaining time is allocated to teacher-directed activities.
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Assessment
The group 4 project
The group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyse a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity.
In most cases students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school.
Students studying environmental systems and societies are not required to undertake the group 4 project.
Summary of the group 4 projectThe group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. Collaboration between schools in different regions is encouraged.
The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation.
The choice of scientific or technological topic is open but the project should clearly address group 4 aims 7, 8 and 10 of the biology, chemistry and physics subject guides.
Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. To this end, it is not necessary for the topic chosen to have clearly identifiable separate subject components. However, for logistical reasons, some schools may prefer a separate subject “action” phase (see the following “Project stages” section).
Project stagesThe 10 hours allocated to the group 4 project, which are part of the teaching time set aside for developing the practical scheme of work, can be divided into three stages: planning, action and evaluation.
PlanningThis stage is crucial to the whole exercise and should last about two hours.
• The planning stage could consist of a single session, or two or three shorter ones.
• This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.
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• The topic can be chosen by the students themselves or selected by the teachers.
• Where large numbers of students are involved, it may be advisable to have more than one mixed subject group.
After selecting a topic or issue, the activities to be carried out must be clearly defined before moving from the planning stage to the action and evaluation stages.
A possible strategy is that students define specific tasks for themselves, either individually or as members of groups, and investigate various aspects of the chosen topic. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. Contact with other schools, if a joint venture has been agreed, is an important consideration at this time.
ActionThis stage should last around six hours and may be carried out over one or two weeks in normal scheduled class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork.
• Students should investigate the topic in mixed-subject groups or single-subject groups.
• There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single-subject group. During this stage, in any practically based activity, it is important to pay attention to safety, ethical and environmental considerations.
Note: Students studying two group 4 subjects are not required to do two separate action phases.
EvaluationThe emphasis during this stage, for which two hours are probably necessary, is on students sharing their findings, both successes and failures, with other students. How this is achieved can be decided by the teachers, the students or jointly.
• One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations.
• Alternatively, the presentation could be more informal and take the form of a science fair where students circulate around displays summarizing the activities of each group.
The symposium or science fair could also be attended by parents, members of the school board and the press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community.
Addressing aims 7 and 8Aim 7: “develop and apply 21st century communication skills in the study of science.”
Aim 7 may be partly addressed at the planning stage by using electronic communication within and between schools. It may be that technology (for example, data logging, spreadsheets, databases and so on) will be used in the action phase and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, websites, digital video and so on).
Aim 8: “become critically aware, as global citizens, of the ethical implications of using science and technology.”
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Addressing the international dimensionThere are also possibilities in the choice of topic to illustrate the international nature of the scientific endeavour and the increasing cooperation required to tackle global issues involving science and technology. An alternative way to bring an international dimension to the project is to collaborate with a school in another region.
Types of projectWhile addressing aims 7, 8 and 10 the project must be based on science or its applications. The project may have a hands-on practical action phase or one involving purely theoretical aspects. It could be undertaken in a wide range of ways:
• designing and carrying out a laboratory investigation or fieldwork
• carrying out a comparative study (experimental or otherwise) in collaboration with another school
• collating, manipulating and analysing data from other sources, such as scientif ic journals, environmental organizations, science and technology industries and government reports
• designing and using a model or simulation
• contributing to a long-term project organized by the school.
Logistical strategiesThe logistical organization of the group 4 project is often a challenge to schools. The following models illustrate possible ways in which the project may be implemented.
Models A, B and C apply within a single school, and model D relates to a project involving collaboration between schools.
Model A: mixed-subject groups and one topic
Schools may adopt mixed-subject groups and choose one common topic. The number of groups will depend on the number of students.
Model B: mixed-subject groups adopting more than one topic
Schools with large numbers of students may choose to do more than one topic.
Model C: single-subject groups
For logistical reasons some schools may opt for single-subject groups, with one or more topics in the action phase. This model is less desirable as it does not show the mixed subject collaboration in which many scientists are involved.
Model D: collaboration with another school
The collaborative model is open to any school. To this end, the IB provides an electronic collaboration board on the OCC where schools can post their project ideas and invite collaboration from other schools. This could range from merely sharing evaluations for a common topic to a full-scale collaborative venture at all stages.
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For schools with few Diploma Programme (course) students it is possible to work with non-Diploma Programme or non-group 4 students, or undertake the project once every two years. However, these schools are encouraged to collaborate with another school. This strategy is also recommended for individual students who may not have participated in the project, for example, through illness or because they have transferred to a new school where the project has already taken place.
TimingThe 10 hours that the IB recommends be allocated to the project may be spread over a number of weeks. The distribution of these hours needs to be taken into account when selecting the optimum time to carry out the project. However, it is possible for a group to dedicate a period of time exclusively to project work if all/most other schoolwork is suspended.
Year 1In the first year, students’ experience and skills may be limited and it would be inadvisable to start the project too soon in the course. However, doing the project in the final part of the first year may have the advantage of reducing pressure on students later on. This strategy provides time for solving unexpected problems.
Year 1–Year 2The planning stage could start, the topic could be decided upon, and provisional discussion in individual subjects could take place at the end of the first year. Students could then use the vacation time to think about how they are going to tackle the project and would be ready to start work early in the second year.
Year 2Delaying the start of the project until some point in the second year, particularly if left too late, increases pressure on students in many ways: the schedule for finishing the work is much tighter than for the other options; the illness of any student or unexpected problems will present extra difficulties. Nevertheless, this choice does mean students know one another and their teachers by this time, have probably become accustomed to working in a team and will be more experienced in the relevant fields than in the first year.
Combined SL and HLWhere circumstances dictate that the project is only carried out every two years, HL beginners and more experienced SL students can be combined.
Selecting a topicStudents may choose the topic or propose possible topics and the teacher then decides which one is the most viable based on resources, staff availability and so on. Alternatively, the teacher selects the topic or proposes several topics from which students make a choice.
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Student selectionStudents are likely to display more enthusiasm and feel a greater sense of ownership for a topic that they have chosen themselves. A possible strategy for student selection of a topic, which also includes part of the planning stage, is outlined here. At this point, subject teachers may provide advice on the viability of proposed topics.
• Identify possible topics by using a questionnaire or a survey of students.
• Conduct an initial “brainstorming” session of potential topics or issues.
• Discuss, briefly, two or three topics that seem interesting.
• Select one topic by consensus.
• Students make a list of potential investigations that could be carried out. All students then discuss issues such as possible overlap and collaborative investigations.
A reflective statement written by each student on their involvement in the group 4 project must be included on the coversheet for each internal assessment investigation. See the Handbook of procedures for the Diploma Programme for more details.
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Appendices
Glossary of command terms
Command terms with definitionsStudents should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.
These command terms indicate the depth of treatment required.
Assessment objective 1Command term Definition
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Find Obtain an answer showing relevant stages in the working.
Label Add labels to a diagram.
List Give a sequence of brief answers with no explanation.
Measure Obtain a value for a quantity.
Present Offer for display, observation, examination or consideration.
State Give a specific name, value or other brief answer without explanation or calculation.
Assessment objective 2Command term Definition
Annotate Add brief notes to a diagram or graph.
Apply Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate Obtain a numerical answer showing the relevant stages in the working.
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Command term Definition
Describe Give a detailed account.
Distinguish Make clear the differences between two or more concepts or items.
Estimate Obtain an approximate value.
Identify Provide an answer from a number of possibilities.
Outline Give a brief account or summary.
Assessment objective 3Command term Definition
Analyse Break down in order to bring out the essential elements or structure.
Comment Give a judgment based on a given statement or result of a calculation.
Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct Display information in a diagrammatic or logical form.
Deduce Reach a conclusion from the information given.
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
Derive Manipulate a mathematical relationship to give a new equation or relationship.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Explain Give a detailed account including reasons or causes.
Justify Give valid reasons or evidence to support an answer or conclusion.
Predict Give an expected result.
Show Give the steps in a calculation or derivation.
Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
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Command term Definition
Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.
Suggest Propose a solution, hypothesis or other possible answer.
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Appendices
Bibliography
This bibliography lists the principal works used to inform the curriculum review. It is not an exhaustive list and does not include all the literature available: judicious selection was made in order to better advise and guide teachers. This bibliography is not a list of recommended textbooks.
Aikenhead, G and Michell, H. 2011. Bridging Cultures: Indigenous and Scientific Ways of Knowing Nature. Toronto, Canada. Pearson Canada.
Andain, I and Murphy, G. 2008. Creating Lifelong Learners: Challenges for Education in the 21st Century. Cardiff, UK. International Baccalaureate Organization.
Anderson, LW et al. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, New York, USA. Addison Wesley Longman, Inc.
Aspelund, K. 2010. The Design Process. (Second Edition). New York, New York, USA. Fairchild Books.
Baxter, M. 1995. Product Design: Practical Methods for the Systematic Development of New Products. London, UK. Chapman and Hall.
Bowles, C and Box, J. 2011. Undercover: User Experience Design. Berkeley, California, USA. New Riders.
Brian Arthur, W. 2009. The Nature of Technology: What It Is and How It Evolves. London, UK. Penguin Books.
Collins, S, Osborne, J, Ratcliffe, M, Millar, R and Duschl, R. 2012. “What ‘ideas-about-science’ should be taught in school science? A Delphi study of the expert community”. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, Washington, USA.
Cooper, A, Reimann, R and Cronin, D. 2007. About Face 3: The Essentials of Interaction Design. Indianapolis, Indiana, USA. Wiley Publishing Inc.
Douglas, H. 2009. Science, Policy, and the Value-Free Ideal. Pittsburgh, Pennsylvania, USA. University of Pittsburgh Press.
Edgerton, D. 2008. The Shock of the Old: Technology and Global History Since 1900. (Paperback Edition). London, UK. Profile books Ltd.
Ehrlich, R. 2001. Nine Crazy Ideas in Science: A Few Might Even Be True. Princeton, New Jersey, USA. Princeton University Press.
Gerzon, M. 2010. Global Citizens: How Our Vision of the World is Outdated, and What We Can Do About it. London, UK. Rider Books.
Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Oxon, UK/New York, New York, USA. Routledge.
Haydon, G. 2006. Education, Philosophy and the Ethical Environment. Oxon, UK/New York, New York, USA. Routledge.
Headrick, D. 2009, Technology: A World History. Oxford, UK. Oxford University Press.
Heskett, J. 1980. Industrial Design. London, UK. Thames and Hudson Ltd.
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Jewkes, J, Sawers, D and Stillerman, R. 1969. The Sources of Invention. (Second Edition). New York, New York, USA. WW Norton & Co.
Khine, MS. 2012. Advances in Nature of Science Research: Concepts and Methodologies. Dordrecht, The Netherlands. Springer.
Kuhn, TS. 1996. The Structure of Scientific Revolutions. (Third Edition). Chicago, Illinois, USA/London, UK. The University of Chicago Press.
Lanier, J. 2011. You Are Not A Gadget: A Manifesto. London, UK. Penguin Books Ltd.
Lawson, B. 2005. How Designers Think: The Design Process Demystified. (Fourth Edition). Oxford, UK. Architectural Press.
Lloyd, C. 2012. What on Earth Happened?: The Complete Story of the Planet, Life and People from the Big Bang to the Present Day. London, UK. Bloomsbury Publishing.
Martin, J. 2006. The Meaning of the 21st Century: A Vital Blueprint for Ensuring Our Future. London, UK. Eden Project Books.
Papanek, V. 1997. Design for the Real World: Human Ecology and Social Change. (Second Edition). London, UK. Thames and Hudson Ltd.
Petty, G. 2009. Evidence-Based Teaching: A Practical Approach. (Second Edition). Cheltenham, UK. Nelson Thornes Ltd.
Popper, KR. 1980. The Logic of Scientific Discovery. (Fourth Edition). London, UK. Hutchinson.
Powell, D. 1999. Presentation Techniques. (Seventh Edition). London, UK. Little, Brown and Company (UK).
Roberts, B. 2009. Educating for Global Citizenship: A Practical Guide for Schools. Cardiff, UK. International Baccalaureate Organization.
Roberts, RM. 1989. Serendipity: Accidental Discoveries in Science. Chichester, UK. Wiley Science Editions.
Royal College of Art, Schools Technology Project. 2002. Advanced Manufacturing Design And Technology. London, UK. Hodder and Staughton.
Sanders, M and McCormick, E. Human Factors in Engineering and Design. (Seventh Edition). Singapore. McGraw Hill Book Inc.
Sparke, P. 1986. An Introduction to Design and Culture in the Twentieth Century. London, UK. Routledge.
Spier, F. 2010. Big History and the Future of Humanity. Chichester, UK. Wiley-Blackwell.
Stokes Brown, C. 2007. Big History: From the Big Bang to the Present. New York, New York, USA. The New Press.
Swain, H, (ed). 2003. Big Questions in Science. London, UK. Vintage.
The Design and Technology Association. 2010. Minimum Competencies for Trainees to Teach Design and Technology in Secondary Schools. (Updated Version). Wellesbourne, UK. The Design and Technology Association.
Trefil, J. 2008. Why Science? New York, New York, USA/Arlington, Virginia, USA. NSTA Press and Teachers College Press.
Trefil, J and Hazen, RM. 2010. The Sciences: An Integrated Approach. (Sixth Edition). Chichester, UK. Wiley-Blackwell.
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Webster, K and Johnson, C. 2010. Sense and Sustainability: Educating for a Circular Economy. (Second Edition). TerraPreta in association with the Ellen MacArthur Foundation and InterfaceFLOR.
Williams, R. 2008. The Non-Designer’s Design Book: Design and Typographical Principles for the Visual Novice. (Third Edition). Berkeley, California, USA. Peachpit Press.
Winston, M and Edelbach, R. 2012. Society, Ethics, and Technology. (Fourth Edition). Boston, Massachusetts, USA. Wadsworth CENGAGE Learning.
Additional resourcesAmerican Association for the Advancement of Science. 1990. Science for All Americans Online, http://www.project2061.org/publications/sfaa/online/sfaatoc.htm. Accessed 1 February 2013.
Big History Project. 2012. Big History: An Introduction to Everything. http://www.bighistoryproject.com. Accessed 1 February 2013.
ICASE. 2010. Innovation in Science and Technology Education: Research, Policy, Practice. Tartu, Estonia. ICASE/UNESCO/University of Tartu (Estonia).
Nuffield Foundation. 2012. How Science Works. http://www.nuffieldfoundation.org/print/994. Accessed 1 February 2013.
Programme for International Student Assessment (PISA). http://www.oecd.org/pisa. Accessed 1 February 2013.
The Geological Society of America. 2012. Nature of Science and the Scientific Method. http://www.geosociety.org/educate/naturescience.pdf. Accessed 1 February 2013.
The Relevance Of Science Education (ROSE). www.roseproject.no/. Accessed 1 February 2013.
The Trends in International Mathematics and Science Study (TIMSS). www.itmssandpirls.bc.edu. Accessed 1 February 2013.
University of California Museum of Paleontology. 2013. www.understandingscience.org. Accessed 1 February 2013.